Question 1

Describe the sequence through which, according to Deci and Ryan, motivation may become increasingly internalized over time. Use a concrete example to illustrate your discussion.

Accepted Answer

The answer of Describe the sequence through which, according to...

Question 2

The textbook describes a number of cognitive factors affecting motivation. Briefly describe each of the following factors, giving a concrete example and explaining how you might promote it in a classroom or other applied setting.
a. Personal interest
b. Situational interest
c. Expectancy
d. Value
e. Mastery goal

Accepted Answer

The answer of The textbook describes a number of cognitive...

Question 3

People's attributions for themselves and for others depend on a variety of factors. Describe how one's self-attributions may be partly a function of six of the following:
-Age
-Situational cues
-History of success and failure
-Messages from others
-Culture
-Gender
-Self-protective bias
-Image management

Accepted Answer

The answer of People's attributions for themselves and for others...

Question 4

Three of the following statements describe advantages of challenging tasks for motivation. Which statement does not accurately describe the motivational effects of a challenge?
A) Although challenges promote little or no intrinsic motivation, they promote considerable extrinsic motivation.
B) Challenging tasks are more interesting.
C) Success on challenging tasks enhances self-efficacy.
D) Success on challenging tasks cannot easily be attributed to luck or other outside factors.
Essay Questions

Accepted Answer

Challenging tasks often promote intrinsic motivation by engaging interest and providing a sense of accomplishment, rather than primarily promoting extrinsic motivation.

Question 5

Three of the following statements are accurate descriptions of how competition affects motivation and affect. Which statement is not accurate?
A) On average, competition leads to more negative attitudes toward school.
B) People in a competitive situation focus more on looking good than on learning something.
C) Losers in a competitive situation suffer a loss of self-efficacy.
D) Losers in a competitive situation are likely to attribute their losses to their own lack of effort.

Accepted Answer

The answer of Three of the following statements are accurate...

Question 6

Explain each of the following situations using what you have learned about attributions.
a. After a history of school failures, Marcus eventually stops trying to do well.
b. A fifth-grade teacher gives her class a difficult mathematics test, and many of her students fail it. She tells her class that she will give them a different test over the same material tomorrow. Many of the boys in the class say they will go home and study again. Some of the girls say that they already studied once, and it didn't do much good, so why bother?
c. Samantha's mother helps her study for an addition test on Tuesday and a subtraction test on Thursday. Samantha passes the Tuesday test and is quite proud of herself. She fails the Thursday test and blames her mother for not helping her enough.

Accepted Answer

The answer of Explain each of the following situations using...

Question 7

Perspectives such as behaviorism and social cognitive theory show us how the consequence reinforcement or punishment) of a particular behavior affects the extent to which the behavior is likely to appear again. Attribution theory has cast a new light on this notion, maintaining that the consequences of behavior will affect each person's learning and future behavior differently depending on how the individual interprets those consequences. Within the context of attribution theory:
a. Explain what motivation theorists mean when they talk about attributions.
b. Explain how learners' responses to failure are likely to be different when they attribute that failure to a controllable cause or to an uncontrollable one. Give a concrete example to illustrate your explanation.
c. Describe three specific strategies you might use to foster more productive attributions in others. In each case, use attribution theory to explain why you think the strategy should be effective.

Accepted Answer

The answer of Perspectives such as behaviorism and social cognitive...

Question 8

Many principles of motivation can be summed up with the mnemonic "TARGETS": task, autonomy, recognition, grouping, evaluation, time, and social support. In seven paragraphs, describe seven strategies-one each related to each of the seven TARGETS variables-you might use to motivate students in a classroom. Illustrate each strategy with a specific, concrete example of what you might do.

Accepted Answer

The answer of Many principles of motivation can be summed...

Question 9

Three of the following strategies are consistent with the textbook's recommendations for forming expectations and attributions for student performance. Which one is not consistent with the textbook's recommendations?
A) Assume that every student has one or more areas of strength.
B) Communicate the belief that learning more effective strategies may help students perform more successfully.
C) Depend primarily on informal, subjective impressions to assess students' achievement.
D) Keep in mind that teachers can make a significant difference in students' lives.

Accepted Answer

The textbook recommends using objective assessments and data to evaluate student performance, rather than relying solely on subjective impressions. Option C suggests that subjective impressions are the primary means of assessment, which goes against the textbook's recommendations. Options A, B, and D are consistent with the textbook's advice on forming expectations and attributions for student performance.

Question 10

In its discussion of motivation, the textbook describes mastery goals, performance-approach goals, and performance-avoidance goals.
a. In a short paragraph, explain how these three types of goals are different.
b. Describe four ways in which students with mastery goals and those with performance goals especially those with performance-avoidance goals) are likely to think and/or act differently.
c. List three strategies you might use to promote mastery goals. Illustrate each one with a concrete example of something you might do.

Accepted Answer

The answer of In its discussion of motivation, the textbook...

Question 11

Eileen is reluctant to go out for the school soccer team. We want to enhance her self-confidence about becoming a successful soccer player. If we consider the textbook's recommendations for communicating optimistic attributions, the best thing we can say to Eileen is:
A) "Some people are just naturally good soccer players, and I've seen signs that you're probably one of them."
B) "You have some natural athletic ability, and learning and practicing new techniques will make you even better."
C) "Skill in soccer is totally a function of how much time you spend working at the game."
D) "The game of soccer is largely a matter of luck. Some days are good ones and some days are bad. You just never know how things will go."

Accepted Answer

Option B provides a positive attribution while also acknowledging that Eileen has some natural ability. By stating that learning and practicing new techniques will make her even better, it helps Eileen feel that she can improve and become a successful soccer player with effort and dedication. Option A could make Eileen feel like she has to be naturally gifted to succeed, while option C is not entirely true as skill is also influenced by factors such as genetics and physical abilities. Option D provides a negative attribution and suggests that success is based on luck rather than effort and dedication.

Quiz 15: Cognitive Factors in Motivation

Describe the sequence through which, according to Deci and Ryan, motivation may become increasingly internalized over time. Use a concrete example to illustrate your discussion.

Three of the following statements describe advantages of challenging tasks for motivation. Which statement does not accurately describe the motivational effects of a challenge?

Three of the following statements are accurate descriptions of how competition affects motivation and affect. Which statement is not accurate?

Three of the following strategies are consistent with the textbook's recommendations for forming expectations and attributions for student performance. Which one is not consistent with the textbook's recommendations?

Eileen is reluctant to go out for the school soccer team. We want to enhance her self-confidence about becoming a successful soccer player. If we consider the textbook's recommendations for communicating optimistic attributions, the best thing we can say to Eileen is: