Deck 8: Interest and Value

Question 1

of the following is a feeling of concern or curiosity about something?

A) Cost
B) Exploration intention
C) Interest
D) Value

Answer 1

C

Question 2

of the following is the desirability or worth of something?

A) Value
B) Interest
C) Personal interest
D) Exploration intention

Answer 2

A

Question 3

relatively stable preferences that a person develops over time with consistent interactions with certain activities is called __________.

A) catching interest
B) holding interest
C) personal interest
D) situational interest

Answer 3

C

Question 4

Short-lived interest that refers to those aspects in the environment that initially attract a person to an activity is called __________.

A) initial interest
B) personal interest
C) holding interest
D) catching interest

Question 5

type of interest is enhanced by increasing the personal meaning in activities for students, and increasing student involvement in the learning process?

A) Initial interest
B) Personal interest
C) Holding interest
D) Catching interest

Question 6

According to expectancy-value theory, what two factors determine an individual's behavior in a situation like physical education?

A) The expectations of the teacher for the student, and the value the teacher places on the reward for the student
B) The degree to which a person expects to be successful, and the value the person places on success in that situation
C) The expectations of the teacher for the student, and the value the person places on success in that situation
D) The degree to which a person expects to be successful, and the value the teacher places on the reward for the student

Question 7

sheer enjoyment or pleasure a person experiences from participating in an activity for its own sake is which component of subjective task value?

A) Attainment value
B) Cost
C) Intrinsic value
D) Utility value

Question 8

personal importance a person places on a task-because the accomplishment of the task confirms part of that person's identity-is which component of subjective task value?

A) Attainment value
B) Cost
C) Intrinsic value
D) Utility value

Question 9

Anxiety, fear of failure or success, loss of time and energy, and giving up one activity for another are all examples of which component of subjective task value?

A) Attainment value
B) Cost
C) Intrinsic value
D) Utility value

Question 10

of the following best describes the results of research concerning the impact of personal interest on achievement and performance, and the impact of situational interest on achievement and performance?

A) Both personal and situational interest have an equally strong impact on achievement and performance.
B) Personal interest seems to have a stronger impact on achievement and performance than situational interest.
C) Situational interest seems to have a stronger impact on achievement and performance than personal interest.
D) Neither personal nor situational interest seem to have any impact on achievement and performance.

Question 11

of the following best describes the relationships found in research between students' motivated learning behaviors (including effort, persistence, and intentions) and their situational interest, personal interest, and subjective task value?

A) Motivated learning behaviors are strongly affected by situational interest, personal interest, and subjective task value.
B) Motivated learning behaviors are not affected by situational interest, personal interest, or subjective task value.
C) Motivated learning behaviors are strongly affected by personal interest, but not by situational interest or subjective task value.
D) Motivated learning behaviors are strongly affected by situational interest and subjective task value, but not personal interest.

Question 12

of the following best describes the relationships found in research between students' personal and situational interest and their skill levels?

A) Student skill level is positively related to both personal and situational interest.
B) Student skill level is positively related to personal interest but not situational interest.
C) Student skill level is positively related to situational interest but not personal interest.
D) Student skill level is not related to either personal or situational interest.

Question 13

of the following is true about student motivation and types of interest as students move through the stages of learning?

A) Students in any stage of learning are more motivated by personal interest than by situational interest.
B) Students in any stage of learning are more motivated by situational interest than by personal interest.
C) Students in the beginning stages of learning are more motivated by personal interest, while students in more advanced stages of learning are more motivated by situational interest in tasks.
D) Students in the beginning stages of learning are more motivated by situational interest in tasks, while students in more advanced stages of learning are more motivated by personal interest.

Question 14

of the following best describes the results of research on the impact of race and gender on student personal activity interests?

A) Boys and girls and students of different races can have different personal interests in physical activities.
B) Boys and girls can have different personal interests in physical activities, but race does not appear to impact personal activity interests.
C) Students of different races can have different personal interests in physical activities, but gender does not appear to impact personal activity interests.
D) Neither race nor gender seems to impact students' personal activity interests.

Question 15

of the following best describes the relationships found in research between self-perceptions and subjective task values, and between goal orientations and subjective task values?

A) Students with higher self-perceptions and task involvement tend to have higher subjective task values in a domain.
B) Students with higher self-perceptions and ego involvement tend to have higher subjective task values in a domain.
C) Students with lower self-perceptions but higher task involvement tend to have higher subjective task values in a domain.
D) Students with lower self-perceptions but higher ego involvement tend to have higher subjective task values in a domain.

Question 16

of the following best describes the results of research on the sources of subjective task value in physical activity domains?

A) Lack of parental support and value for physical activity have been found to negatively impact students' value for physical activity.
B) Gender-role stereotypes have been found to negatively impact students' value for physical activity.
C) Negative affect and gender-role stereotypes have been found to negatively impact students' value for physical activity.
D) Negative affect, gender-role stereotypes, and lack of parental support and value for physical activity have all been found to negatively impact students' value for physical activity.

Question 17

of the following is NOT a characteristic of the physical education setting that can contribute to situational interest?

A) Tasks that are easy and allow students to show what they can already do
B) New and unusual activities
C) Tasks that are instantly enjoyable
D) Tasks that demand a high level of thought and concentration

Question 18

According to research, which dimension of situational interest has the least influence on situational interest?

A) Attention demand
B) Challenge
C) Exploration intention
D) Instant enjoyment

Question 19

of the following is NOT a reason physical education teachers should focus on situational interest rather than personal interest when attempting to motivate students?

A) Impacting situational interest takes less work on the teacher's part than trying to influence personal interest.
B) Teachers can influence situational interest by the way they arrange tasks and settings.
C) It would be difficult for a physical education program to meet all students' personal interests.
D) Personal interest is difficult to change because it tends to be quite stable and takes a long time to develop.

Question 20

of the following best describes what physical education teachers should do to meet high school students' personal activity interests?

A) First find out what interscholastic sports are offered in the school, then teach only those activities during physical education.
B) First ask the students' parents what activities should be offered, then offer the most popular activities.
C) First survey students to determine their personal activity interests, then offer several activities from which students choose to participate.
D) Offer four different activities during the school year so students develop their personal interests in those activities.

Question 21

of the following is NOT a way to develop students' situational interest in physical education?

A) Use technology.
B) Convey to students the various personal meanings associated with activities.
C) Diminish gender role stereotyping.
D) Survey students to determine the physical activities in which they enjoy participating.

Question 22

of the following is NOT an example of a task that can challenge students cognitively?

A) Learning a novel physical activity
B) Completing a crossword puzzle about concepts learned in previous classes
C) Completing a brain teaser
D) In a basketball unit, shooting 15 shots at one spot before moving on to the next spot to shoot 15 more shots

Question 23

a movement analysis curriculum elicits which of the dimensions of situational interest?

A) Instant enjoyment
B) Exploration intention
C) Novelty
D) Attention demand

Question 24

of the following is an example of a conceptual element that might be similar between skills or tasks?

A) The leg extension in a volleyball forearm pass is similar to the leg extension in a basketball free throw
B) Passing to a moving receiver in both soccer and basketball requires accurate detection of the receiver's speed and direction of movement.
C) You try to hit the ball away from your opponents in both volleyball and tennis.
D) The follow through in a chest pass in basketball (hands pointed toward your target) is similar to the follow through when bowling.

Question 25

of the following is NOT a tip for the successful implementation of the inquiry instructional model?

A) Avoid giving students answers to problems.
B) Make sure feedback is in the form of statements that comment on the correctness of their responses (e.g., "that's correct" or "make sure you stay round").
C) Clearly frame the learning problem.
D) Give students plenty of time to try different solutions.

Question 26

instructional model takes advantage of students' inherent interest in playing "the game" and tends to provide instant enjoyment for students?

A) Movement analysis
B) Inquiry
C) Tactical games
D) Cooperative learning

Question 27

of the following is true of a content development?

A) It is a progression of tasks designed to move students from one skill level to the next.
B) The written content development should be exactly the same as the content development in action.
C) A good content development will allow a teacher to provide the same tasks to all of the students at the same time.
D) A good content development consists only of extensions and applications.

Question 28

of the following is an example of a refinement task?

A) See if you can get five passes in a row to your partner without missing.
B) This time dribble with your non-favorite hand instead of your favorite hand.
C) Play 3-on-3 basketball.
D) Do the same task again, but this time really concentrate on keeping a round shape.

Question 29

of the following is NOT a type of application task?

A) Changing the equipment used
B) Modified or full games
C) Self- and group challenges
D) Dance and gymnastics performances

Question 30

which instructional skill are students given two or three options from which to choose?

A) Interactive teaching
B) Teaching by invitation
C) Intratask variations
D) Intertask variations

Question 31

of the following does NOT suggest gender-role stereotyping by the teacher?

A) During one class period, one teacher instructs the girls in volleyball while another teacher instructs the boys in flag football (and the students do not have a choice of activity),
B) At the start of a dance unit, the teacher says, "Now I know dance isn't something you boys like to do, but we have to do activities for the girls, too."
C) During "March Madness," the teacher puts up a bulletin board that includes the men's and women's college basketball tournament brackets.
D) Motivating the boys by yelling at them, "Come on, you guys! Don't let those girls beat you!"