Exam 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.

Whereas mastery-oriented students value achievement and success, ________ students try to protect themselves from situations in which they will not look good to others.

Based on personal attributions of their success or failure, which student is most likely to be motivated to choose more difficult academic tasks in the future?

Work-avoidant learners feel successful when they do not have to try very hard, when the work is easy for them, or when they can simply "goof off."

Dennis often cons his best friends into letting him use one of their papers from last semester for his assignment in psychology this semester. In terms of goals, what type of learner does Dennis appear to be?

Which student's behaviour appears to be motivated by internal locus of causality?

According to the TARGET model, teachers are encouraged to recognize students for their accomplishments, especially improving their own personal best to influence student motivation to learn.

In expectancy x value theory, the two sources of motivation are

In Maslow's hierarchy, self-esteem is considered to be what type of need?

The need to experience choice and control in what we do and how we do it is called ________.

Which one of the following notions is consistent with the idea that "practice makes perfect"?

Learning and information processing are influenced by both cold cognition of reasoning and problem solving and hot cognition or emotion.

In general, performance is low when the level of anxiety is high.

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.

Students who believe that their failures are the result of personal incompetence and that they have little control to alter their position are described as ________ students.

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.

High needs for self-improvement are consistent with an entity view of ability.

Ms. Riley tells the class, "If we have a good lesson on fractions, I will credit each of you with a bonus point." She is trying to stimulate what type of motivation?

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

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.