Deck 11: Motivation in Learning and Teaching

Question 1

Ms. Riley tells the class, "If we have a good lesson on fractions, I will credit each of you with a bonus point." She is trying to stimulate what type of motivation?

A) Extrinsic
B) Intrinsic
C) Stable
D) Trait

Answer 1

Extrinsic

Question 2

Pride or shame for one's own actions is likely to be felt most strongly by those who attribute their actions to

A) external causes.
B) internal causes.
C) stable causes.
D) unstable causes.

Answer 2

internal causes.

Question 3

In most humanistic theories, motivation is based on

A) extrinsic rewards.
B) intrinsic needs.
C) material wealth.
D) social status.

Answer 3

intrinsic needs.

Question 4

A student's reason for acting is called

A) extrinsic motivation.
B) intrinsic motivation.
C) incentive.
D) self-determined.

Question 5

Doug's family is very poor, so he often goes to school with no breakfast and a very small lunch packet. According to Maslow, Doug is failing his classes because what type of needs are not being met?

A) Aesthetic needs
B) Deficiency needs
C) Growth needs
D) Self-actualization needs

Question 6

Externally imposed reward systems seem particularly appropriate for students who are

A) interested in the subject.
B) intrinsically motivated.
C) not interested in the subject.
D) self-motivated.

Question 7

In Maslow's hierarchy, self-esteem is considered to be what type of need?

A) Being
B) Deficiency
C) Proficiency
D) Self-actualization

Question 8

Jeremy's interest in history has been decreasing lately. According to Maslow's theory, what should the teacher do?

A) Determine whether his being needs are met.
B) Determine whether his deficiency needs are met.
C) Give him less challenging assignments.
D) Give him more challenging assignments.

Question 9

Each situation below represents a need in Maslow's hierarchy. Which of the following students demonstrates the most basic need that must be satisfied before any other?

A) Anne is not included in the "in group" of her class.
B) Chuck has been threatened by a neighborhood gang.
C) Dick wants to develop his artistic talents in music.
D) Joy feels inferior but wants to be important.

Question 10

The behavior of which one of the following students best describes the fifth motivation question, which pertains to what the individual is thinking and feeling during an activity?

A) Anxious Amee, whose worry and anxiety may lead her to make poor choices and procrastinate
B) Defensive Daleesha who makes poor choices, avoids working on task, procrastinates, and gives up easily
C) Hopeless Gerardo, who is falling farther behind in his work but causes no management problems
D) Satisfied Spencer, who is prompt in getting started, The behavior of which one of the following students described in Woolfolk's engaged, persistent, and enjoys the task

Question 11

Maslow's hierarchy of needs has been criticized because

A) cognition plays a lesser role than the hierarchy acknowledges.
B) people frequently attend to needs in different orders than the hierarchy predicts.
C) survival needs receive too much emphasis relative to safety needs.
D) the hierarchy overemphasizes the role of reinforcement as a motivator.

Question 12

On Sunday afternoon, Rick spent a couple of hours picking up discarded bottles and cans from a picturesque section of the wildlife refuge, even though he knew he would not get paid anything for his efforts. Rick's motivation is best described as being

A) attributed.
B) deferred.
C) extrinsic.
D) intrinsic.

Question 13

The concept of self-determination is an important influence in what view of motivation?

A) Behavioral
B) Cognitive
C) Humanistic
D) Social learning

Question 14

Which one of the following situations is a valid implication of Maslow's hierarchy for education?

A) Andy, who has low self-esteem, will probably have little motivation to belong to and be liked by a group.
B) Jennifer, who is feeling ill this week, may show little interest in academic performance.
C) Robert, who is frustrated in his search for knowledge, may show little interest in his physiological well-being.
D) Teresa, who fails to satisfy her aesthetic needs, will be prevented from having high self-esteem.

Question 15

According to behavioral theory of motivation, students are motivated primarily by a(n)

A) desire for gaining fulfillment for their accomplishments.
B) desire to gain reinforcers for their behavior.
C) inherent need to understand what they are learning.
D) need for social recognition and status.

Question 16

According to attribution theory, students who see the causes of their failures as internal and controllable will react to those failures by

A) assuming things will work out better in the future.
B) berating themselves for their failure.
C) exhibiting confusion and anxiety.
D) finding strategies to succeed the next time.

Question 17

Being interested in a task because the activity is enjoyable is what type of motivation?

A) Extrinsic
B) Intrinsic
C) State
D) Trait

Question 18

The cognitive approach to motivation is illustrated best by people who respond to

A) events to which they choose to pay attention.
B) events that have been rewarding in the past.
C) the objective worth or value of events.
D) their perceptions of events, not the events themselves.

Question 19

Maria spent many hours trying to complete her geometry proofs. A cognitive interpretation of Maria's motivation is that Maria

A) knows a good grade will result in a reward from her parents.
B) is attempting to acquire understanding of how the different theorems work.
C) is trying to feel fulfilled in her accomplishment in order to raise her self-esteem.
D) wants her friends to be more likely to accept her than they have so far.

Question 20

Pat believes that the reason for her success in reading is the effort she puts into it. Pat is reflecting what type of locus of control?

A) External
B) Internal
C) Stable
D) Transitional

Question 21

Which one of the following notions is consistent with the idea that "practice makes perfect"?

A) Entity view of ability
B) External locus of control
C) Incremental view of ability
D) Performance goals

Question 22

In expectancy x value theory, the two sources of motivation are

A) projected future outcomes and the reaction of peers.
B) projected future outcomes and the value of goals.
C) social pressures and acquired standards.
D) social pressures and internal standards.

Question 23

An "expectancy x value" theory would predict that motivation will necessarily be

A) close to zero if self-efficacy is low, regardless of goal value.
B) zero if either expectation to succeed or the perceived value of a goal is zero.
C) zero if only expectation to succeed and the perceived value of a goal are zero.
D) zero if self-efficacy and the perceived value of a goal are low.

Question 24

An entity view of ability is consistent with what type of goals?

A) Extrinsic
B) Intrinsic
C) Performance
D) Work-avoidance

Question 25

Anthony said, "I did well because I was lucky." The type of attribution being demonstrated is

A) external-stable.
B) external-unstable.
C) internal -stable.
D) internal-unstable.

Question 26

As Jim looks at his report card, he remarks to Judy, "I got that B because I really didn't work hard in Mr. Wedell's calculus class." According to Weiner, Jim is attributing the cause of his grade to causes that are

A) external, stable, controllable.
B) external, unstable, uncontrollable.
C) internal, stable, controllable.
D) internal, unstable, uncontrollable.

Question 27

Fred has wanted to be a chef since he was a little kid, and he used to bake cookies with his mother. The behavioural view expert would say that Fred is motivated to be a chef because

A) he has a positive cooking self-concept.
B) he places great value on his cooking ability.
C) of his early childhood reinforcement history.
D) of his need for self-actualization.

Question 28

Dennis often cons his best friends into letting him use one of their papers from last semester for his assignment in psychology this semester. In terms of goals, what type of learner does Dennis appear to be?

A) Ego-involved
B) Self-directed
C) Task-involved
D) Work-avoidant

Question 29

Whenever Matt appears to be having difficulty in completing his science laboratory work, Ms. Butterfield quickly offers to help him and encourages him to continue working. According to Graham (1991), Ms. Butterfield's behavior is likely to result in Matt developing

A) an enhanced sense of self-efficacy.
B) an incremental view of his ability.
C) doubts about his ability.
D) external-unstable attributions.

Question 30

The type of learning goal that a person will be most motivated to reach is one that is

A) general in nature and moderately difficult.
B) general in nature and very difficult.
C) specific and moderately difficult.
D) specific and very difficult.

Question 31

Students with performance goals as opposed to learning goals are concerned primarily with

A) achievement motivation.
B) looking good in front of others.
C) bettering themselves in terms of skill competencies.
D) finishing tasks so that they can seek new challenges.

Question 32

Sara attributes failures to internal causes. Consequently, she is likely to blame her poor mark in science on her

A) bad luck.
B) lack of effort.
C) parents' pressures to succeed.
D) teacher's difficult tests.

Question 33

As reported by Woolfolk, the debilitating effects of anxiety are viewed to be due to

A) attention being diverted from the learning task to a preoccupation with one's feelings.
B) conditioning in which negative reinforcement obtained from withdrawing from tasks strengthens the anxiety syndrome.
C) physiological arousal that limits bodily functioning to avoid the anxiety-producing situation.
D) social effects such as embarrassment for appearing ill at ease or for being too boisterous.

Question 34

Which one of the following quotes exemplifies a learning or mastery goal?

A) "Accomplishing this should make me better prepared for Biology 101."
B) "If I master this material, I can have some free time."
C) "I'm going to go for the third assignment option, so that I can receive an A."
D) "Jason will be impressed if I can learn this laboratory procedure."

Question 35

Participation in communities of practice is emphasized by what theory of motivation?

A) Cognitive
B) Humanistic
C) Constructivist
D) Sociocultural

Question 36

Which one of the following statements is the most accurate definition of motivation?

A) An inner state that arouses, directs, and maintains a person's behavior
B) An inner state that causes a person to initiate an action
C) The level of involvement a person has in a chosen activity
D) The degree of persistence a person has toward completing an activity

Question 37

From the pioneering work of Yerkes and Dodson (1908) to present-day research results, what is the correlation between virtually every aspect of achievement and a wide variety of anxiety measures?

A) Moderately positive
B) Negative
C) Positive
D) Zero

Question 38

Learning and information processing are influenced by reasoning and problem solving as well as by

A) cold cognition.
B) emotions.
C) involvement.
D) social interests.

Question 39

Individuals are naturally motivated to learn by

A) anxiety.
B) feedback and goal acceptance.
C) performance goals.
D) seductive details.

Question 40

Harry is apathetic and certain that he is not able to do the work. He makes poor marks in school and is not inclined to seek help. According to attribution theory, Harry is typical of students who attribute their failures to causes that are

A) external, stable, and controllable.
B) external, unstable, and uncontrollable.
C) internal, stable, and controllable.
D) internal, stable, and uncontrollable.

Question 41

Cognitive evaluation theory explains how praise, criticism, grade assignments, and other events can influence students' intrinsic motivation by affecting their sense of competence and

A) curiosity.
B) self-control.
C) self-determination.
D) task orientation.

Question 42

According to Covington and others, which one of the following would be the strongest indicator of whether an individual will be motivated to accept new challenges and risks?

A) Desire to avoid failure and seek social acceptance
B) Drive for achievement and an incremental view of ability
C) Need for achievement and an entity view of ability
D) Performance goals that are attainable

Question 43

Students who are mastery-oriented will tend to hold what view of their ability?

A) Entity and stable
B) Entity and improvable
C) Incremental and improvable
D) Incremental and stable

Question 44

According to the expectancy x value theory, motivation increases as expectancy of success and the value of rewards increase.

Question 45

Viewing a cause of failure as stable is likely to lower aspirations for future success.

Question 46

A current reflection of the humanistic perspective is the "self-esteem movement."

Question 47

What type of belief do failure-accepting students have?

A) Expectation of failure
B) Expectation of mastery
C) High fear of failure
D) Low fear of failure

Question 48

When individuals are naturally interested in a particular activity, they are intrinsically motivated.

Question 49

Students who demonstrate "learned helplessness" are likely to

A) believe that trying harder will improve their results.
B) find ways to attribute their failures to others.
C) focus on their failures and not seek assistance.
D) set easier goals next time in order to increase their chances of success.

Question 50

Work-avoidant learners feel successful when they do not have to try very hard, when the work is easy for them, or when they can simply "goof off."

Question 51

Sally sets unrealistically high goals for herself but is unsure about her abilities. Woolfolk would be likely to label Sally as

A) failure-accepting.
B) failure-avoiding.
C) mastery-elusive.
D) mastery-oriented.

Question 52

Weiner believes that there are two important dimensions that have important implications for motivation: (1) responsibility and (2) stability.

Question 53

In addition to having specific attainable goals, task focus, and supportive social relationships, effective goal-setting in the classroom requires feedback and goal acceptance.

Question 54

Students who have performance goals are interested in improving their skills, no matter how awkward they may appear in the process.

Question 55

Attribution theories of motivation describe how an individual's explanations, justifications, and excuses influence motivation.

Question 56

Ms. Kirkendall wants to help students develop more positive self-perceptions. What approach is recommended for her to use?

A) Curving grades so that more As and Bs than usual will be assigned
B) Encouraging and helping the students to set high goals for themselves
C) Providing continual encouragement for students to try harder to succeed
D) Raising grades based on individual efforts to improve the work assigned

Question 57

As need for achievement increases in spite of fear of failure, what type of student will be motivated to learn?

A) Failure-accepting
B) Failure-avoiding
C) Mastery-oriented
D) Socially-oriented

Question 58

The following sentence is true about the relationship between motivation and cultural diversity.

A) When minority students have culturally relevant materials they can be more motivated to learn and teachers are more likely to "catch and hold" their situational interest.
B) Some cultures raise children to be more motivated than others.
C) Regardless of cultural backgrounds, teachers can do little to "catch and hold" students' situational interest.
D) Students' life experiences really do not influence the learning process in important ways.

Question 59

Maslow's approach to motivation is a humanistic view.

Question 60

Cindy faces every classroom situation in exactly the same way: she develops sweaty palms and a rapid heart beat. Cindy is likely to be helped most by

A) focusing on her feelings.
B) frequent testing.
C) highly-structured lessons.
D) limiting controlling messages.

Question 61

Nearly all researchers agree that teachers should make learning fun for students in order to promote good learning.

Question 62

High needs for self-improvement are consistent with an entity view of ability.

Question 63

Researchers suggest using work sheets and standard assignments for writing tasks with ethnic minority students rather than giving students writing tasks with cultural contexts.

Question 64

Learning and information processing are influenced by both cold cognition of reasoning and problem solving and hot cognition or emotion.

Question 65

In selecting an authentic task for problem-based learning, it is important teachers select a problem that has a right answer so students can experience solving problems in a correct manner.

Question 66

High concern with how one looks to others is characteristic of people with ________ goals.

Question 67

In general, performance is low when the level of anxiety is high.

Question 68

Anxiety can interfere with attention, learning, and testing even at the same time.

Question 69

Young children are more likely to hold an entity view than an incremental view of ability.

Question 70

Goal structure refers to the amount of time students give themselves to complete the task.

Question 71

Psychological and physical reactions causing a person to be alert, attentive, and wide awake is called ________.

Question 72

Problem solving, emotional management, and avoidance are strategies that people use to cope with ________.

Question 73

A key strategy for emphasizing learning rather than grades is to engage students in self-evaluation.

Question 74

Ability is perceived as a stable, uncontrollable trait by people who adopt a(n) ________ view of ability.

Question 75

Learned helplessness occurs when causes of failure are considered internal, stable, and uncontrollable.

Question 76

Research exists to support the claim that students' emotions are related to their learning goal orientation.

Question 77

Teachers are encouraged to recognize students for their accomplishments, especially improving their own personal best.

Question 78

Students who hold a performance-approach goal orientation want to look good in the eyes of others.

Question 79

Researchers have found that students who hold performance-avoidance goals are less likely to experience boredom or hopelessness.

Question 80

The interest state that arouses, directs, and maintains behaviour is ________.