Deck 10: Motivating Students

Question 1

Spence and Helmreich (1983) concluded that intrinsic motivation __________, and that extrinsic motivation _____________.

A) produces low achievement; often does not
B) produces high achievement; does as well
C) produces high achievement; often does not
D) produces low achievement; often does as well

Answer 1

produces high achievement; often does not

Question 2

When students enter middle school,

A) their levels of school interest, self-confidence, and grades increase.
B) their levels of school interest and self-confidence increase while grades decline.
C) their levels of school interest, self-confidence, and grades decline.
D) their levels of school interest and self-confidence decline while grades actually increase.

Answer 2

their levels of school interest, self-confidence, and grades decline.

Question 3

Which of the following is NOT one of the three facets of people's intrinsic motivation identified by Spence and Helmreich?

A) quest for mastery
B) drive to work
C) competitiveness
D) assertiveness

Answer 3

assertiveness

Question 4

People driven by a desire for meaningful learning, mastery of skills, and work are described as which of the following?

A) task oriented
B) mastery oriented
C) incentive oriented
D) extrinsically oriented

Question 5

Mr. Michelson smiles at his students every time they raise their hands in class. This behavior has definitely increased the hand-raising behavior in the classroom. Mr. Michelson is using which of the following?

A) positive punisher
B) negative reinforcer
C) positive reinforcer
D) negative punisher

Question 6

This kind of motivation means that an individual has developed an internal desire to do something.

A) extrinsic
B) incentive
C) exceptional
D) intrinsic

Question 7

A reward following a behavior that strengthens the behavior and leads to increased likelihood of future occurrence of the behavior.

A) positive punisher
B) positive reinforcer
C) negative reinforcer
D) negative punisher

Question 8

An internal state that arouses, directs, and maintains behavior.

A) learning
B) anxiety
C) arousal
D) motivation

Question 9

What was so remarkable about Rajan?

A) He was an autistic savant.
B) He memorized the value of pi to the ten-thousandth decimal place.
C) He memorized the value of pi to the 100-thousandth decimal place.
D) He was an autistic savant who memorized a perpetual calendar.

Question 10

__________ motivators cause rapid changes in behavior, but these changes are often short lived. __________ motivators cause gradual but longer term changes in behavior.

A) Extrinsic; Intrinsic
B) Intrinsic; Intrinsic
C) Intrinsic; Extrinsic
D) Extrinsic; Extrinsic

Question 11

When interviewed as successful adults and asked about valuable mentors from their formative years,

A) girls more often cited people who challenged and pushed them.
B) girls cited nurturant and supportive people, who encouraged them without being overly assertive.
C) boys cited nurturant and supportive people, who encouraged them without being overly assertive.
D) boys and girls equally cited people who challenged and pushed them.

Question 12

Rob writes children's stories because he enjoys it, and the money and fame he receives are only pleasant by-products. We can say that Rob is:

A) extrinsically motivated
B) incentive focused
C) task focused
D) self-actualized

Question 13

This kind of motivation works particularly well for young students.

A) extrinsic
B) incentive
C) exceptional
D) intrinsic

Question 14

An object or event that encourages or discourages behavior.

A) learning
B) anxiety
C) incentive
D) motivation

Question 15

Behaviorists think that learning results from

A) rewards and punishments.
B) genetic predispositions.
C) social contacts.
D) making the most of oneself.

Question 16

This type of motivation is increasingly important as students progress through the grades.

A) extrinsic
B) incentive
C) intrinsic
D) exceptional

Question 17

The removal or cessation of an unpleasant stimulus, which as a consequence increases the likelihood of future occurrence of the behavior.

A) positive punisher
B) negative punisher
C) positive reinforcer
D) negative reinforcer

Question 18

Michael Howe found that autistic savants all had one thing in common that lead to their remarkable abilities. Their motivation for their memory abilities initiated from what kind of motivation?

A) extrinsic
B) incentive
C) intrinsic
D) exceptional

Question 19

When interviewed as successful adults and asked about valuable mentors from their formative years,

A) boys more often cited people who challenged and pushed them.
B) girls more often cited people who challenged and pushed them.
C) boys cited nurturant and supportive people, who encouraged them without being overly assertive.
D) boys and girls equally cited people who challenged and pushed them.

Question 20

This kind of motivation comes from outside the individual.

A) incentive
B) extrinsic
C) exceptional
D) intrinsic

Question 21

People tend to be curious about things that are __________to them and are __________.

A) totally novel; moderately complex
B) moderately novel; moderately complex
C) moderately novel; totally complex
D) totally novel; totally complex

Question 22

For difficult tasks, __________arousal is better.

A) very high
B) very low
C) moderately high
D) moderately low

Question 23

A process that diminishes or suppresses behavior.

A) positive reinforcer
B) dispositional attributions
C) punishment
D) negative reinforcer

Question 24

For simple tasks, __________arousal is better.

A) very high
B) moderately low
C) moderately high
D) very low

Question 25

This view states that motivation results from more than just external rewards and internal conceptualizations of one's ability and performance.

A) cognitive
B) behavioral
C) social learning
D) humanistic

Question 26

What creates a moderate and effective level of arousal in students?

A) curiosity
B) extrinsic motivation
C) anxiety
D) dispositional attributions

Question 27

An individual's level of alertness, wakefulness, and activation.

A) self-actualization
B) arousal
C) anxiety
D) self-monitoring

Question 28

Ms. Kelley's students hate homework, so she allows them a night of "no homework" when they've done especially well on a pop quiz. Ms. Kelley is using which of the following?

A) positive punisher
B) negative punisher
C) positive reinforcer
D) negative reinforcer

Question 29

An aspect of the humanistic approach is the frequent emphasis on helping students develop which of the following?

A) mastery orientation
B) need for achievement
C) self-esteem
D) need for affiliation

Question 30

Social learning theory combines which two approaches?

A) social and humanistic
B) behavioral and cognitive
C) humanistic and social
D) behavioral and humanistic

Question 31

Mr. Thomas sends Jasmine to "time-out" when she misbehaves in class. Mr. Thomas is using which of the following?

A) positive reinforcer
B) punishment
C) dispositional attribution
D) negative reinforcer

Question 32

Which of the following is associated with poor performance?

A) very low arousal and very high arousal
B) only very low arousal
C) only very high arousal
D) moderate arousal levels

Question 33

Ms. Jameson praises and encourages her students about their reading progress, and tries to convince them that reading will bring them meaningful rewards. Ms. Jameson is using which approach to motivation?

A) cognitive
B) behavioral
C) social learning
D) humanistic

Question 34

Mr. Ortiz explains to his students the many benefits reading will confer in their lives. Mr. Ortiz is which perspective on motivation?

A) cognitive
B) behavioral
C) social
D) humanistic

Question 35

Cognitive approaches to understanding motivation are closely linked to which of the following?

A) extrinsic motivation
B) self-efficacy
C) self-determination
D) intrinsic motivation

Question 36

This theory of learning stresses what goes on inside the student's head.

A) behavioral
B) social
C) cognitive
D) humanistic

Question 37

Behavioral approaches to understanding motivation are closely linked to which of the following?

A) extrinsic motivation
B) intrinsic motivation
C) self-determination
D) self-efficacy

Question 38

Maslow's term for making the most of oneself.

A) self-actualization
B) self-efficacy
C) intrinsic motivation
D) self-monitoring

Question 39

A sense of nervousness, worry, and self-doubt.

A) self-actualization
B) arousal
C) self-monitoring
D) anxiety

Question 40

Mr. Scott views motivation as a higher order incentive to achieve and excel that comes from within the person. Mr. Scott's views most resemble which theory of motivation?

A) cognitive
B) humanistic
C) behavioral
D) social learning

Question 41

Jim enjoys setting goals for himself. He believes goals give him a sense of what he needs to do to get where he wants to be. Jim's philosophy of goal-setting most resembles which of the following?

A) Goals help focus attention.
B) Goals facilitate persistence.
C) Goals help mobilize resources.
D) Goals facilitate accomplishment.

Question 42

Girls--particularly as they grow older--often perceive their competence to be __________ boys' perceptions of their competence.

A) higher than
B) lower than
C) better than
D) the same as

Question 43

Susanna is afraid of failing. Her teacher, Ms. Viera gives the class the task of throwing a rubber basketball into a basket. Ms. Viera states that the students can stand anywhere they want. Where would Susanna stand in relation to the basket?

A) very close
B) a moderate distance
C) a challenging distance
D) Susanna would refuse to complete the task.

Question 44

The ability to make things happen, to have control of oneself and one's environment.

A) self-determination
B) self-monitoring
C) self-efficacy
D) self-esteem

Question 45

For getting from where we are to where we want to be, along with goals one must have:

A) extrinsic motivation
B) plans
C) intrinsic motivation
D) self-actualization

Question 46

People who rank high in this need like to form close connections with other people and be members of groups.

A) need for motivation
B) need for achievement
C) need for power
D) need for affiliation

Question 47

The needs for power, affiliation, and achievement all fit into the theory of motivation proposed by whom?

A) Sigmund Freud
B) B.F. Skinner
C) John Watson
D) Abraham Maslow

Question 48

Mr. Cabrerra knows the value of the right types of goals for his students. He tries to make tasks __________.

A) very easy
B) very hard
C) easy sometimes and hard sometimes
D) neither too easy, nor too hard

Question 49

After failing a math test, Jason stated, "My nervousness when taking tests and my poor memory made me fail." Jason is using which kind of attribution?

A) situational
B) self-efficacy
C) dispositional
D) motivation

Question 50

Sam avoids arguments as well as competitive games. He tends to become anxious when he feels he is being evaluated. Sam probably ranks high in which of the following?

A) need for affiliation
B) need for achievement
C) need for power
D) need for motivation

Question 51

This effect refers to the growth in accomplishments that can result when a teacher believes in and encourages a student.

A) self-efficacy
B) Pygmalion
C) situational attributions
D) dispositional attributions

Question 52

Which of the following was found to be the most effective type of goal for college students to self-monitor?

A) time-oriented goals
B) expectancy goals
C) ultimate goals
D) subgoals

Question 53

People who rank high in this need have a strong drive to excel and succeed.

A) need for affiliation
B) need for achievement
C) need for power
D) need for motivation

Question 54

Which of the following refers to students keeping track of their own progress.

A) self-monitoring
B) expectancy X value
C) motivation
D) need for affiliation

Question 55

These specific types of goals stress working to understand and succeed at a task.

A) incentive
B) self-efficacy
C) self-monitoring
D) task-mastery

Question 56

What is the effect on students' motivation of receiving versus not receiving feedback?

A) Extrinsic motivation is undermined after repeatedly failing to receive feedback.
B) Intrinsic motivation is undermined after repeatedly receiving nonthreatening feedback.
C) Intrinsic motivation is undermined after repeatedly failing to receive feedback.
D) Extrinsic motivation is undermined after repeatedly receiving nonthreatening feedback.

Question 57

Having unrealistically high goals can be __________for students.

A) self-defeating
B) highly motivating
C) intrinsically motivating
D) an incentive

Question 58

Which of the following is equated with a drive to excel?

A) self-efficacy
B) self-actualization
C) achievement motivation
D) arousal

Question 59

People who rank high in this need seek to control others.

A) need for achievement
B) need for affiliation
C) need for power
D) need for motivation

Question 60

Which of the following is NOT one of the different types of goals mentioned in the text?

A) subgoals
B) expectancy goals
C) ultimate goals
D) time-oriented goals

Question 61

Punishment tends to be more effective for achieving behavioral change than reinforcement.

Question 62

Marie believes people are born with a certain amount of intelligence that can be increased. Marie agrees with which of the following?

A) entity view of intelligence
B) dispositional attribution
C) situational attribution
D) incremental view of intelligence

Question 63

Jolene is a mastery-oriented student. We would expect Jolene to agree with which of the following?

A) entity view of intelligence
B) behavioral theory of motivation
C) need for affiliation
D) incremental view of intelligence

Question 64

After failing a history test, Meghan stated, "The freezing classroom and the noisy grounds keepers made me fail." Meghan is using which kind of attribution?

A) dispositional
B) self-efficacy
C) situational
D) motivation

Question 65

A person's belief in his or her ability to get things done.

A) self-efficacy
B) self-concept
C) self-esteem
D) self-actualization

Question 66

The humanistic approach to understanding motivation is a reaction to the behaviorist and cognitive approaches.

Question 67

The value a person places on himself or herself.

A) self-esteem
B) self-concept
C) self-efficacy
D) self-actualization

Question 68

A moderate level of arousal is associated with the worst performance.

Question 69

A decrease in motivation may occur if instruction is not coupled with which of the following?

A) entity view of intelligence
B) need for affiliation
C) meaningful feedback
D) need for power

Question 70

The average individual thinks that teachers prefer extrinsically motivated students to intrinsically motivated students.

Question 71

A dieter who succeeds while attending group meetings, but not on her own is relying on intrinsic motivation.

Question 72

A key insight is that extrinsic and intrinsic motivation are opposite points along the same continuum

Question 73

What did Zena Blau find was the one thing in common for disadvantaged children who were motivated to escape the cycle of poverty?

A) The children held the entity view of intelligence.
B) The children had reached self-actualization in one area of their
lives.
C) The children had many performance goals.
D) The children each had one educated adult in their lives with an
educational focus.

Question 74

One's ideas about one's attributes and abilities.

A) self-esteem
B) self-concept
C) self-efficacy
D) self-actualization

Question 75

Intangible rewards, such as praise or a smile, seem not to undermine intrinsic motivation.

Question 76

Learning is an internal state that arouses, directs, and maintains behavior.

Question 77

Cognitive theories of motivation emphasize the importance of extrinsic, as opposed to, intrinsic motivation.

Question 78

Lester believes people are born with a fixed amount of intelligence that cannot be increased. Lester agrees with which of the following?

A) entity view of intelligence
B) dispositional attribution
C) situational attribution
D) incremental view of intelligence

Question 79

When students enter middle school, their levels of school interest, self-confidence, and grades decline.

Question 80

Helpless students tend to have __________. Mastery-oriented children have __________.

A) learning goals; performance goals
B) performance goals; learning goals
C) performance goals; performance goals
D) learning goals; learning goals