Question 1

Consider a motivational accomplishment such as being highly engaged in schoolwork. Briefly explain how each of the following might play a key role in promoting that high level of engagement: needs, cognitions, emotions, environments, relationships.

Accepted Answer

Needs: The need for achievement and mastery can drive a student to be highly engaged in their schoolwork. When a student feels a strong desire to succeed and accomplish their goals, they are more likely to put in the effort and focus needed to excel in their studies.

Cognitions: Positive beliefs about their abilities and the value of education can play a key role in promoting high levels of engagement. When a student believes in their own capabilities and sees the importance of their schoolwork, they are more likely to be motivated to put in the necessary effort.

Emotions: Positive emotions such as excitement, curiosity, and passion for learning can fuel high levels of engagement in schoolwork. When a student feels enthusiastic and interested in their studies, they are more likely to be actively involved and motivated to learn.

Environments: A supportive and stimulating learning environment can promote high levels of engagement in schoolwork. When students have access to resources, encouragement, and a positive atmosphere, they are more likely to be motivated to engage in their studies.

Relationships: Positive relationships with teachers, peers, and mentors can also play a key role in promoting high levels of engagement. When students feel supported, valued, and connected to others in their academic community, they are more likely to be motivated to actively participate in their schoolwork.

Question 2

The adolescents in the experimental group from the Increasing a Growth Mindset intervention showed the following post-intervention benefit:
A)greater classroom engagement
B)greater mindfulness
C)greater prosocial behavior
D)greater positive emotions

Accepted Answer

C

Question 3

Consider a motivational problem like exercise procrastination or avoidance.
Briefly explain how each of the following might play a key role in alleviating or overcoming the procrastination or avoidance: needs, cognitions, emotions, environments, relationships.

Accepted Answer

Needs: Understanding and addressing the underlying needs that are not being met can play a key role in alleviating exercise procrastination or avoidance. This could involve identifying the need for physical health, mental well-being, or social connection, and finding ways to fulfill these needs through exercise.

Cognitions: Cognitive factors such as negative beliefs about exercise, fear of failure, or low self-efficacy can contribute to exercise procrastination or avoidance. Overcoming these cognitions through cognitive restructuring, positive self-talk, and setting realistic goals can help in alleviating the problem.

Emotions: Emotions like anxiety, fear, or lack of motivation can also contribute to exercise procrastination or avoidance. Learning to manage these emotions through relaxation techniques, mindfulness, or seeking support from a therapist can play a key role in overcoming the problem.

Environments: The physical environment can also play a role in exercise procrastination or avoidance. Creating a supportive and conducive environment for exercise, such as having a designated workout space, finding a workout buddy, or joining a fitness class, can help in alleviating the problem.

Relationships: Social support and accountability from friends, family, or a fitness community can be crucial in overcoming exercise procrastination or avoidance. Building positive relationships with individuals who encourage and motivate exercise can play a key role in alleviating the problem.

Question 4

Focus on one motivational construct and design a brief intervention to help another person experience constructive motivation.Explain why your motivational intervention will likely work.

Accepted Answer

The answer of Focus on one motivational construct and design...

Question 5

Identify any one of the 17 items of wisdom identified at the conclusion of the chapter. With some reflection, explain what is so wise about the item you selected in terms of understanding or applying motivation and emotion.

Accepted Answer

The answer of Identify any one of the 17 items...

Question 6

In the Promoting Emotion Knowledge intervention, researchers developed a program within the context of Head Start to deliver an "Emotions Course" and an "Emotion-Based
Prevention Program" to promote children's emotion knowledge.
The intervention results showed that:
A)emotion knowledge increased for both control and experimental participants.
B)emotion knowledge was greater for experimental participants than it was for control participants.
C)there were no significant differences between control and experimental groups on emotion knowledge.
D)both control and experimental groups evidenced lower levels of emotion knowledge.

Accepted Answer

The intervention was effective in increasing emotion knowledge more significantly in the experimental group than in the control group, indicating the success of the "Emotions Course" and "Emotion-Based Prevention Program" in enhancing children's understanding of emotions.

Question 7

A(n) _________is a step-by-step plan of action to alter some existing condition.
A)intervention
B)experiment
C)life plan
D)goal

Accepted Answer

An intervention is a step-by-step plan of action designed to change an existing condition, often used in contexts like health, education, or social services to address specific issues.

Question 8

In the Increasing a Growth Mindset intervention, researchers developed an intervention program to help adolescents endorse a growth mindset.Results of the intervention showed that after 3 weeks:
A)the growth mindset increased for both control and experimental participants.
B)the growth mindset was greater for experimental participants than it was for control participants.
C)there was not significant difference between control and experimental groups on the growth mindset.
D)both control and experimental groups evidenced lower levels of the growth mindset.

Accepted Answer

The correct answer is B because the intervention was designed to increase a growth mindset among participants. Therefore, it is expected that the experimental participants, who received the intervention, would show a greater increase in growth mindset compared to the control participants, who did not receive the intervention.

Question 9

The students of teachers in the experimental group from the Supporting Psychological Need Satisfaction intervention showed the following post-intervention benefit:
A)greater classroom engagement
B)greater mindfulness
C)greater prosocial behavior
D)greater positive emotions

Accepted Answer

The intervention aimed to support psychological need satisfaction, which is closely linked to increased engagement in classroom activities.

Question 10

The students of teachers in the experimental group from the Promoting Emotion Knowledge intervention showed the following post-intervention benefit:
A)greater classroom engagement
B)greater goal striving
C)greater mindfulness
D)greater positive emotions

Accepted Answer

The answer of The students of teachers in the experimental...

Question 11

In the Supporting Psychological Need Satisfaction intervention, 21 experienced middle and high school teachers implemented an Autonomy Support Intervention Program (ASIP). The intervention results showed that:
A)autonomy support increased for both control and experimental participants.
B)autonomy support was greater for experimental participants than it was for control participants.
C)there were no significant differences between control and experimental groups on autonomy support.
D)both control and experimental groups evidenced lower levels of autonomy support.

Accepted Answer

The Autonomy Support Intervention Program (ASIP) is designed to increase autonomy support, so it would logically result in greater autonomy support for experimental participants (who received the intervention) compared to control participants (who did not receive the intervention).

Question 12

According to the text, children with unsophisticated emotion knowledge are at risk of developing maladaptive behavior problems.Which of the following are included in the potential problems a child might develop?
A)depression
B)anxiety
C)posttraumatic stress disorder
D)aggressive behavior

Accepted Answer

The answer of According to the text, children with unsophisticated...

Question 13

The textbook argues that a meaningful gap exists between theoretical understanding of a motivational phenomenon and success in practical application of that knowledge via the implementation of a successful motivational intervention.Why is this so, and what can practitioners do to narrow this theory-practice gap so as to offer successful and effective motivational interventions that improve people's lives?

Accepted Answer

The answer of The textbook argues that a meaningful gap...

Quiz 17: Interventions

Consider a motivational accomplishment such as being highly engaged in schoolwork. Briefly explain how each of the following might play a key role in promoting that high level of engagement: needs, cognitions, emotions, environments, relationships.

The adolescents in the experimental group from the Increasing a Growth Mindset intervention showed the following post-intervention benefit:

Consider a motivational problem like exercise procrastination or avoidance. Briefly explain how each of the following might play a key role in alleviating or overcoming the procrastination or avoidance: needs, cognitions, emotions, environments, relationships.

Focus on one motivational construct and design a brief intervention to help another person experience constructive motivation.Explain why your motivational intervention will likely work.

Identify any one of the 17 items of wisdom identified at the conclusion of the chapter. With some reflection, explain what is so wise about the item you selected in terms of understanding or applying motivation and emotion.

In the Promoting Emotion Knowledge intervention, researchers developed a program within the context of Head Start to deliver an "Emotions Course" and an "Emotion-Based Prevention Program" to promote children's emotion knowledge. The intervention results showed that:

A(n) _________is a step-by-step plan of action to alter some existing condition.

In the Increasing a Growth Mindset intervention, researchers developed an intervention program to help adolescents endorse a growth mindset.Results of the intervention showed that after 3 weeks:

The students of teachers in the experimental group from the Supporting Psychological Need Satisfaction intervention showed the following post-intervention benefit:

The students of teachers in the experimental group from the Promoting Emotion Knowledge intervention showed the following post-intervention benefit:

In the Supporting Psychological Need Satisfaction intervention, 21 experienced middle and high school teachers implemented an Autonomy Support Intervention Program (ASIP) . The intervention results showed that:

According to the text, children with unsophisticated emotion knowledge are at risk of developing maladaptive behavior problems.Which of the following are included in the potential problems a child might develop?