Question 1

Identify the ways that student and teacher expectations influence students' motivation.

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Question 2

Differentiate between mastery-oriented, helpless-oriented, and performance-oriented responses to difficult circumstances.

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Question 3

Define flow, and develop three examples of strategies to achieve flow in an elementary math activity.

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Question 4

Identify and define the three dimensions of causal attributions proposed by Bernard Weiner, and diagnose the following statement along each of these dimensions. A student says, "I'm so disappointed that I failed that test. The test was too hard. The teacher shouldn't have written such difficult questions. I guess I'll never pass this course because there is nothing that I can do to convince the teacher to write simpler test items."

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Question 5

Discuss special concerns facing schools who serve a predominantly minority student population.

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Question 6

A recent study of African American middle school students shows that the experiences of everyday racial discrimination at school from teachers and peers are linked to declines in grades and academic task values. Examine how teachers can work to reduce bias and discrimination in the classroom so that success is possible for all students.

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Question 7

If you had to pick the two most important elements of parenting that are effective in motivating students in school, what would they be? Be sure to support your beliefs.

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Question 8

Distinguish when peer relationships might be supportive versus detractive of a student's motivation.

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Question 9

In the interest of enhancing student motivation, it is important for teachers to show students that they care about them. How would you go about demonstrating a caring attitude in the classroom?

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Question 10

Think back on a teacher you might have had who you perceived to lack a caring attitude toward his or her students. What was this person like?

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Question 11

Examine how teachers' expectations influence students' motivation and performance. Identify specific teacher behaviors that establish high expectations for all students, regardless of student ability, socioeconomic status, etc.

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Question 12

Examine the benefits of delivering curriculum that is perceived as "meaningful" to students. Identify the characteristics of meaningful work.

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Question 13

Identify two strategies for reaching uninterested or alienated students.

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Question 14

Describe "failure syndrome."

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Question 15

What are the main goals of strategy training?

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Question 16

Compare and contrast "nonperformance" with "procrastination."

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Question 17

How can teachers promote intrinsic motivation?

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Question 18

Building the teacher-student relationship seems an important strategy to reaching students set on avoiding failure as well as for reaching uninterested or alienated students. How can teachers nurture this relationship with students?

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Question 19

How would you go about motivating a student who does not care about learning?

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Question 20

How would you go about helping students with achievement problems?

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Quiz 13: Motivation, Teaching, and Learning