Question 1

Anxiety generally interferes with learning and performance. Explain the reasons for this effect and suggest ways in which teachers can help high-anxiety students to achieve better grades.

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Question 2

Define motivation, and differentiate between behavioural, humanistic, cognitive, and sociocultural approaches to the interpretation of motivation.

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Question 3

Discuss the implications of attribution theory for school achievement in reference to the specific cases in which success or failure is primarily attributed to (a) ability, (b) effort, (c) task difficulty, and (d) luck.

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Question 4

Trina is an average-ability science student, but she is in danger of receiving a failing grade due to her low test scores. "I know the information when I study at home," she said to Mrs. Kirby, "but as soon as you pass out the test, I get so nervous that I can barely remember my name. Then, as I think about how badly I'm going to do, I get even more nervous."
-Suggest some strategies that you could use to help Trina to be successful if you were her teacher.

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Question 5

What is meant by the term "bounded choice" and how does it influence student learning?

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Question 6

Define and differentiate between entity and incremental beliefs about ability. With what types of attributions and goal orientations are each associated?

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Question 7

How an individual's explanations, justifications, and excuses influence motivation is ________ theory.

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Question 8

Mr. Cardot has been using a behavioural approach to motivation in his second-grade classroom. He gives stickers for completing assignments, for answering questions correctly, and for other things such as working quietly. He recently noticed that none of his students could answer questions about the setting of a story, but he had taught lessons about the setting and discussed the settings of several stories. Students had eagerly answered questions and received stickers. Now that he is revisiting the topic, his students don't remember what they learned. Suggest how Mr. Cardot might alter his approach and achieve integrated regulation.

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Question 9

Individuals who feel that they are responsible for their own successes or failures have a(n) ________ locus.

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Question 10

List the seven levels of needs as described by Maslow. What are the implications for learning when students' deficiency needs are not being satisfied? Contrast this situation against one in which the students' being needs are not satisfied.

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Question 11

Trina is an average-ability science student, but she is in danger of receiving a failing grade due to her low test scores. "I know the information when I study at home," she said to Mrs. Kirby, "but as soon as you pass out the test, I get so nervous that I can barely remember my name. Then, as I think about how badly I'm going to do, I get even more nervous."
-Would you describe Trina as failure-avoiding, failure-accepting, mastery-oriented, or self-determined? Explain why you believe Trina has or does NOT have each of these characteristics.

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The answer of Trina is an average-ability science student, but...

Question 12

Trina is an average-ability science student, but she is in danger of receiving a failing grade due to her low test scores. "I know the information when I study at home," she said to Mrs. Kirby, "but as soon as you pass out the test, I get so nervous that I can barely remember my name. Then, as I think about how badly I'm going to do, I get even more nervous."
-How can we interpret the negative effects of anxiety on Trina's test performances? That is, how is anxiety likely to hinder her performances?

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Quiz 12: Motivation in Learning and Teaching

Anxiety generally interferes with learning and performance. Explain the reasons for this effect and suggest ways in which teachers can help high-anxiety students to achieve better grades.

Define motivation, and differentiate between behavioural, humanistic, cognitive, and sociocultural approaches to the interpretation of motivation.

Discuss the implications of attribution theory for school achievement in reference to the specific cases in which success or failure is primarily attributed to (a) ability, (b) effort, (c) task difficulty, and (d) luck.

What is meant by the term "bounded choice" and how does it influence student learning?

Define and differentiate between entity and incremental beliefs about ability. With what types of attributions and goal orientations are each associated?

How an individual's explanations, justifications, and excuses influence motivation is ________ theory.

Individuals who feel that they are responsible for their own successes or failures have a(n) ________ locus.

List the seven levels of needs as described by Maslow. What are the implications for learning when students' deficiency needs are not being satisfied? Contrast this situation against one in which the students' being needs are not satisfied.