Question 1

A student who has developed learned helplessness about his or her spelling ability is most likely to say which of the following?
A) "I have to work harder than my friends to learn to spell."
B) "I can learn how to spell words correctly without even trying."
C) "No matter how much I study words, I can't remember how to spell them."
D) "I would learn to spell eventually, but it's not worth the time it would take to do so."

Accepted Answer

A student with learned helplessness about their spelling ability believes that no matter how hard they try, they cannot improve. Saying that they can't remember how to spell words no matter how much they study is indicative of this belief. A is not a definitive indicator of learned helplessness and could be said by a student without learned helplessness but who realizes they need to put in extra effort. B is the opposite of learned helplessness and reflects overconfidence about their spelling ability. D is not a statement of a belief about one's ability to improve, but rather a statement about motivation.

Question 2

Mr. James gives weekly quizzes in his social studies classes. Which one of the following boys is most likely to develop learned helplessness about his performance on those quizzes?
A) Alan usually gets As on the quizzes, but he once wrote down the wrong reading assignment and so failed a quiz over material he hadn't read.
B) Benjamin studies very hard, but due to a reading disability he has trouble understanding what he reads and usually fails the quizzes in spite of his efforts.
C) Corin never studies for the quizzes because he thinks social studies is a boring subject.
D) Darren usually gets at least a C on the quizzes, but he rarely does as well as his friend Eddie.

Accepted Answer

Benjamin is most likely to develop learned helplessness because he is putting in effort but is unable to perform well due to his reading disability. This can lead to a belief that his efforts don't matter and he has no control over his performance.

Question 3

In which one of the following situations does a teacher's behavior reflect low expectations for a student's classroom performance?
A) Ms. Littlefield assigns Owen a difficult math problem.
B) Mr. Oya frequently engages René in conversation before class.
C) Ms. Ingalls rarely gives Joseph any feedback about his performance.
D) Mr. Montoya gives Mei-Yau many opportunities to answer questions in class.

Accepted Answer

Ms. Ingalls rarely giving feedback suggests that she may not see Joseph's performance as important or worthy of attention, indicating low expectations for his performance.

Question 4

Three of the following statements accurately describe how a child can acquire learned helplessness in a particular domain. Which statement is not a likely explanation of learned helplessness?
A) A child has consistently focused on mastery goals, without regard for important performance goals.
B) A child has consistently encountered failure despite hard work and persistence.
C) A parent has consistently encouraged a child to give up when success doesn't come quickly and easily.
D) A child sees most or all peers consistently encountering failure in the domain.

Accepted Answer

Focusing on mastery goals without regard for performance goals is not a likely explanation for learned helplessness, as it is a positive approach to learning and growth. Consistently encountering failure despite hard work and persistence, experiencing parental discouragement, and seeing peers consistently fail are all potential sources of learned helplessness.

Question 5

Three of the following students are exhibiting emotional regulation as it relates to their self-regulation of motivation. Which is not?
A) Jennifer is studying for an important final exam. She is anxious about the exam, but puts her anxious thoughts out of her head to focus on studying.
B) When Logan received a low score on a quiz, he thought to himself, "I really need to study harder for the next quiz".
C) When Max received a low score on a written assignment he was only upset for a few hours and then thought to himself, "the next assignment is on my favorite book, so I will do well".
D) Paula does not like math and never gets upset when she gets a bad grade on a math test.

Accepted Answer

Paula is not exhibiting emotional regulation as she is not showing any emotional response to getting a bad grade on a math test. Emotional regulation involves recognizing and managing emotions in response to situations, but Paula is not showing any recognition or management of her emotions.

Question 6

Marlita failed her English literature exam. Given what research tells us about the role of self-protective bias as a factor affecting students' attributions, how is Marlita least likely to explain her failure?
A) She had bad luck.
B) She didn't study enough.
C) The teacher writes bad exams.
D) The room was too noisy during the exam.

Accepted Answer

Self-protective bias leads individuals to attribute their failures to external factors rather than their own lack of effort or ability. Therefore, Marlita is least likely to blame her failure on not studying enough, as this would be an internal attribution.

Question 7

Mr. Richardson does not expect much of his students from a poor, inner-city neighborhood. Given what we know about the effects of teacher expectations, which outcome is most likely?
A) His students are likely to learn information in a rote rather than meaningful manner.
B) His students are likely to develop more positive self-concepts than they would otherwise.
C) His students are more likely to develop a realistic understanding of their own strengths and weaknesses than they would otherwise.
D) His students are likely to achieve at a lower level than they would otherwise.

Accepted Answer

The most likely outcome is that Mr. Richardson's low expectations will negatively impact his students' achievement, causing them to achieve at a lower level than they would otherwise. This phenomenon is known as the Pygmalion effect, or self-fulfilling prophecy, where teacher expectations influence student outcomes.

Question 8

Three of the following illustrate a product goal toward which learners might strive. Which one illustrates a process goal?
A) Trying to get one's form right in serving a tennis ball
B) Trying to earn scores of 95% or higher on weekly spelling tests
C) Trying to get an editorial published in the local newspaper
D) Trying to win a race

Accepted Answer

Trying to get one's form right in serving a tennis ball is a process goal because it focuses on mastering a specific skill or technique, rather than achieving a specific outcome or result like earning a high score or winning a race.

Question 9

Which one of the following alternatives best describes the differences between people with a mastery orientation and those with learned helplessness?
A) People with a mastery orientation expect that they will have to work extremely hard to master new tasks. People with learned helplessness usually overestimate their abilities.
B) People with a mastery orientation set easily attainable goals and become frustrated when they don't attain those goals effortlessly. People with learned helplessness set goals that are almost impossible to attain.
C) People with a mastery orientation attribute their successes to external, uncontrollable factors. People with an attitude of learned helplessness attribute failures to internal, controllable factors.
D) People with a mastery orientation set high goals and seek challenges. People with learned helplessness underestimate their ability and set low goals.

Accepted Answer

People with a mastery orientation set high goals and seek challenges, while those with learned helplessness tend to underestimate their abilities and set low goals. This fundamental difference in goal setting is a key characteristic that distinguishes the two groups.

Question 10

When Scott was first learning how to write, he wrote quickly and sloppily, without regard for how his papers looked. But his teachers praised him regularly for writing carefully and legibly, and eventually he began to pride himself on his neat and careful handwriting. This transition can best be described as:
A) acquiring an external locus of control
B) developing internalized motivation
C) developing situational interest
D) developing extrinsic motivation

Accepted Answer

The transition from writing sloppily to priding oneself on neat handwriting demonstrates the development of internalized motivation. Initially, Scott did not care about the appearance of his writing, but through positive feedback from his teachers, he came to value neatness and took pride in it. This indicates that he was motivated by internal factors, such as a desire to do well, rather than external factors such as pleasing his teachers or receiving rewards.

Question 11

When 15-year-old Valerie discovers that she earned an A on last week's assignment, she expresses pride to her teacher and explains that she worked very hard on it. On the way home from school, however, she tells her friends that she didn't put much effort into the project at all and so is quite surprised about her high grade. From the perspective of research on attributions and image management, how can we best explain Valerie's conflicting statements?
A) She suspects that her friends have performance goals rather than mastery goals, and she is trying to go along with the crowd.
B) She knows that her teacher is more likely than her friends to have an entity view of intelligence, and she tailors her explanations accordingly.
C) She knows that her teacher values hard work but that her friends do not, and she tailors her explanations accordingly.
D) Her social goals are taking precedence over her achievement goals on both occasions.

Accepted Answer

Valerie is adjusting her explanations based on the perceived values of her audience, as she knows that her teacher values hard work but is unaware of whether or not her friends do. This is consistent with research on attribution theory and image management.

Question 12

Rosamie does her homework primarily to gain her teacher's approval. She has little internal desire to do her homework, although she does feel slight twinges of guilt when she fails to get an assignment done on time. If we consider the sequence that Deci and Ryan have described for the development of internalized motivation, Rosamie appears to be showing:
A) external regulation
B) introjection
C) identification
D) integration

Accepted Answer

Rosamie's behavior is consistent with introjection, where she is motivated primarily by a sense of obligation or guilt rather than internal desire. This is the second stage in Deci and Ryan's sequence, following external regulation. Identification (third stage) involves personally valuing the goal and integrating it into one's sense of self, while integration (fourth stage) involves fully embracing the goal and finding personal enjoyment in the activity itself.

Question 13

Mark and Meg are two eighth-grade students who have just failed a math test. Considering gender differences in students' explanations for failure, how are the two students likely to explain their poor test performance?
A) Mark will think he failed because he "just can't do math." Meg will think, "I got an F because I didn't work hard enough on this subject-I could have studied more."
B) Mark will attribute his failure to a lack of effort, thinking, "I didn't study very hard because I don't care about getting good grades." Meg will think, "I'm just not very good at math."
C) Mark will think that he isn't very lucky when it comes to tests, and Meg will think that she failed because she didn't have friends that could help her study.
D) Mark will think, "I got an F because I'm not smart enough to do this math." Meg will think, "I failed because the teacher hates me and the test wasn't fair."

Accepted Answer

Studies have shown that males are more likely to attribute their failures to a lack of effort, while females are more likely to attribute their failures to lack of ability or skill.

Question 14

Which of the following epistemic belief systems would lead to mastery goals rather than performance goals?
A) " Knowledge is an accumulation of unrelated facts"
B) "Facts are indisputable"
C) "All experts within a field agree on all issues and topics"
D) "Knowledge involves interconnected ideas"

Accepted Answer

A belief system that emphasizes interconnected ideas is more likely to lead to mastery goals, as the focus is on understanding and synthesizing knowledge, rather than simply memorizing and regurgitating information (which would align more with performance goals).

Question 15

Considering research regarding when the effects teacher-expectation are most likely to occur, which teachers should be most careful to communicate high expectations for students' performance?
A) First and second grade teachers
B) Third and fourth grade teachers
C) Teachers of students who are beginning their second year of high school
D) Teachers of students who are finishing their final year of high school

Accepted Answer

Research suggests that the effects of teacher-expectations are most likely to occur in the early grades, particularly in first and second grade. Therefore, first and second grade teachers should be most careful to communicate high expectations for students' performance.

Question 16

Three of the following examples illustrate ways in which self-regulated learners can control their own motivation. Which one does not?
A) Linda enjoys doing her math homework, but she finds her Spanish homework boring.
B) Sanford continually reminds himself that doing well in his classes is important if he wants to get into medical school.
C) Reese, Malcolm, and Dewey turn their group study session into a mock quiz-show format.
D) When choosing a topic for her research paper, Nancy picks something she will enjoy reading about.

Accepted Answer

Linda's enjoyment of math homework is not an example of self-regulated motivation because it is an innate preference and not a conscious effort to regulate motivation. The other examples demonstrate self-regulated motivation because they involve deliberate strategies to control motivation, such as goal-setting (B), using social reinforcement (C) and choosing a topic based on personal interest (D).

Question 17

Three of the following conditions appear to be important for the development of a learner's internalized motivation. Which one of the following is probably not an important condition for internalized motivation to develop?
A) Important people in the learner's life have expectations for his or her behavior and will impose consequences for inappropriate behavior.
B) The learner is capable of abstract thought; from a Piagetian perspective, the learner has advanced to the formal operations stage.
C) The learner has some autonomy in terms of choosing how to act in various situations.
D) The learner feels the warmth and support of important people in his or her environment.

Accepted Answer

While advanced cognitive abilities are important for academic success, they are not necessarily a key factor in the development of internalized motivation. The other three conditions listed all play a role in shaping a learner's motivation by providing structure, support, and the opportunity for self-direction.

Question 18

Mona is showing signs of learned helplessness. Which one of the following would we be least likely to see her do?
A) Learn more slowly than other children.
B) Be slow to exhibit behaviors that are likely to be reinforced.
C) Express anger and aggression.
D) Be fearful and withdrawn.

Accepted Answer

Expressing anger and aggression is not typically associated with learned helplessness. Rather, individuals with learned helplessness tend to be passive and resigned to their situation. Therefore, it is least likely that Mona would express anger and aggression.

Question 19

The textbook recommends that teachers encourage students to set and work toward proximal goals. Which one of the following illustrates a proximal goal?
A) Becoming a reporter for a national news channel such as CNN
B) Maintaining a 4.0 GPA throughout the high school years
C) Learning the symbols for all the elements in a chemistry class
D) Shooting for admission to a local community college rather than a prestigious and highly selective private college

Accepted Answer

Learning the symbols for all the elements in a chemistry class is a specific and achievable goal that can be accomplished in a short amount of time, making it a proximal goal. Option A is a long-term goal that may not be achievable in the short term. Option B is a high standard that may not be attainable for all students and is not necessarily related to specific actions or behaviors. Option D may be a more realistic goal than attending a prestigious and highly selective college, but it does not necessarily reflect specific actions or behaviors that the student can take to achieve it.

Question 20

Researchers have identified several reasons why students may avoid seeking help when they need it during a learning task. Three of the following are among the reasons they've identified. Which one is not such a reason?
A) Students worry that others may belittle their requests for help.
B) Students want to maintain their sense of autonomy and independence.
C) Students are worried that asking for help might make them look foolish or incompetent.
D) Students have mastery goals, but not performance goals, relative to the subject matter.

Accepted Answer

The other options are all common reasons why students may avoid seeking help, but having mastery goals instead of performance goals does not necessarily impact a student's decision to seek help.

Quiz 15: Cognitive Factors in Motivation

A student who has developed learned helplessness about his or her spelling ability is most likely to say which of the following?

Mr. James gives weekly quizzes in his social studies classes. Which one of the following boys is most likely to develop learned helplessness about his performance on those quizzes?

In which one of the following situations does a teacher's behavior reflect low expectations for a student's classroom performance?

Three of the following statements accurately describe how a child can acquire learned helplessness in a particular domain. Which statement is not a likely explanation of learned helplessness?

Three of the following students are exhibiting emotional regulation as it relates to their self-regulation of motivation. Which is not?

Marlita failed her English literature exam. Given what research tells us about the role of self-protective bias as a factor affecting students' attributions, how is Marlita least likely to explain her failure?

Mr. Richardson does not expect much of his students from a poor, inner-city neighborhood. Given what we know about the effects of teacher expectations, which outcome is most likely?

Three of the following illustrate a product goal toward which learners might strive. Which one illustrates a process goal?

Which one of the following alternatives best describes the differences between people with a mastery orientation and those with learned helplessness?

Mark and Meg are two eighth-grade students who have just failed a math test. Considering gender differences in students' explanations for failure, how are the two students likely to explain their poor test performance?

Which of the following epistemic belief systems would lead to mastery goals rather than performance goals?

Considering research regarding when the effects teacher-expectation are most likely to occur, which teachers should be most careful to communicate high expectations for students' performance?

Three of the following examples illustrate ways in which self-regulated learners can control their own motivation. Which one does not?

Three of the following conditions appear to be important for the development of a learner's internalized motivation. Which one of the following is probably not an important condition for internalized motivation to develop?

Mona is showing signs of learned helplessness. Which one of the following would we be least likely to see her do?

The textbook recommends that teachers encourage students to set and work toward proximal goals. Which one of the following illustrates a proximal goal?

Researchers have identified several reasons why students may avoid seeking help when they need it during a learning task. Three of the following are among the reasons they've identified. Which one is not such a reason?