Question 1

Which one of the following goal types is often associated with an experience of debilitating test anxiety?

Accepted Answer

A) performance-avoidance goal 
B) work-avoidance goal 
C) performance-approach goal 
D) social goal 
A) performance-avoidance goal 
B) work-avoidance goal 
C) performance-approach goal 
D) social goal

Question 2

Which theory suggests that motivation can be considered as an enduring personality characteristic?

Accepted Answer

A) the behaviourist perspective. 
B) the achievement motivation perspective. 
C) the trait perspective. 
D) the state perspective. 
A) the behaviourist perspective. 
B) the achievement motivation perspective. 
C) the trait perspective. 
D) the state perspective.

Question 3

Where do we most often see students' motivation reflected?

Accepted Answer

A) in their report cards. 
B) in their affective states. 
C) in their personality and IQ. 
D) in their personal investment and cognitive engagement. 
A) in their report cards. 
B) in their affective states. 
C) in their personality and IQ. 
D) in their personal investment and cognitive engagement.

Question 4

Which one of the following is the best example of state anxiety rather than trait anxiety?

Accepted Answer

A) Lise is often nervous in math class, where she rarely participates unless her teacher specifically calls on her.She sits quietly at her desk, and she does not interact with her classmates because she finds it difficult to do so without shaking. 
B) Britt is an excellent student, but she has considerable trouble speaking to others in any of her classes.She performs very well on tests and other written work, but she gets exceptionally anxious during group work and oral reports. 
C) Herdis becomes nervous when she has to give a presentation in front of her English class.This is the first time she has ever had to do something like this and she does not know how well she will do. 
D) Ben becomes nervous whenever he has to take any kind of paper-pencil test, even when he knows what questions are going to be on the test and is thoroughly prepared. 
A) Lise is often nervous in math class, where she rarely participates unless her teacher specifically calls on her.She sits quietly at her desk, and she does not interact with her classmates because she finds it difficult to do so without shaking. 
B) Britt is an excellent student, but she has considerable trouble speaking to others in any of her classes.She performs very well on tests and other written work, but she gets exceptionally anxious during group work and oral reports. 
C) Herdis becomes nervous when she has to give a presentation in front of her English class.This is the first time she has ever had to do something like this and she does not know how well she will do. 
D) Ben becomes nervous whenever he has to take any kind of paper-pencil test, even when he knows what questions are going to be on the test and is thoroughly prepared.

Question 5

A student's expectancy about classroom success is influenced by three of the following factors.It will not be influenced by:

Accepted Answer

A) whether the student has set short-term or long-term goals. 
B) how helpful the student thinks the teacher's instruction will be. 
C) how much effort the student thinks will be necessary to succeed. 
D) how successful the student has been in the past. 
A) whether the student has set short-term or long-term goals. 
B) how helpful the student thinks the teacher's instruction will be. 
C) how much effort the student thinks will be necessary to succeed. 
D) how successful the student has been in the past.

Question 6

If you want to promote intrinsic motivation in your students, you should:

Accepted Answer

A) help them master challenging tasks. 
B) remind them of how proud their parents will be of their achievements. 
C) remind them of how important school grades are for getting into college. 
D) give them enough easy tasks to boost their sense of self-efficacy. 
A) help them master challenging tasks. 
B) remind them of how proud their parents will be of their achievements. 
C) remind them of how important school grades are for getting into college. 
D) give them enough easy tasks to boost their sense of self-efficacy.

Question 7

Three of the following teachers are employing strategies to address students' social needs.Which one is not necessarily doing so?

Accepted Answer

A) Mr.Wright invites his students to watch his cricket match. 
B) Ms.James takes an interest in participating on the yearbook committee when her students are on it. 
C) Mr.Simard always addresses instances of disrespect on the playground. 
D) Ms.Tremblay finds a way for each student to participate in the end of year play. 
A) Mr.Wright invites his students to watch his cricket match. 
B) Ms.James takes an interest in participating on the yearbook committee when her students are on it. 
C) Mr.Simard always addresses instances of disrespect on the playground. 
D) Ms.Tremblay finds a way for each student to participate in the end of year play.

Question 8

Which one of the following students is displaying extrinsic motivation?

Accepted Answer

A) Kara wants to be an accountant because she likes working with numbers. 
B) Bruce wants to be a veterinarian because he loves animals and wants to help them. 
C) Luke wants to become a professional football player so others will admire him. 
D) Dee wants to become an actress because she thinks acting is fun. 
A) Kara wants to be an accountant because she likes working with numbers. 
B) Bruce wants to be a veterinarian because he loves animals and wants to help them. 
C) Luke wants to become a professional football player so others will admire him. 
D) Dee wants to become an actress because she thinks acting is fun.

Question 9

Mr.Richardson does not expect much of his students from a poor, inner-city neighborhood.Given what we know about the effects of teacher expectations, which outcome is most likely?

Accepted Answer

A) His students are likely to learn information in a rote rather than meaningful fashion. 
B) His students are likely to develop more positive self-concepts than they would otherwise. 
C) His students are more likely to develop a realistic understanding of their own strengths and weaknesses than they would otherwise. 
D) His students are likely to achieve at a lower level than they would otherwise. 
A) His students are likely to learn information in a rote rather than meaningful fashion. 
B) His students are likely to develop more positive self-concepts than they would otherwise. 
C) His students are more likely to develop a realistic understanding of their own strengths and weaknesses than they would otherwise. 
D) His students are likely to achieve at a lower level than they would otherwise.

Question 10

Which one of the following students is displaying intrinsic motivation?

Accepted Answer

A) Alison loves to play the viola and so she practices for at least an hour every day. 
B) Heinz works hard in his classes because his parents have promised to buy him a car if he gets at least a 3.5 grade-point-average this year. 
C) Jasmin does her math homework faithfully every night because she likes her teacher and wants to please him. 
D) Graham takes physics because he wants to become an engineer and make a lot of money. 
A) Alison loves to play the viola and so she practices for at least an hour every day. 
B) Heinz works hard in his classes because his parents have promised to buy him a car if he gets at least a 3.5 grade-point-average this year. 
C) Jasmin does her math homework faithfully every night because she likes her teacher and wants to please him. 
D) Graham takes physics because he wants to become an engineer and make a lot of money.

Question 11

Three of the following are circumstances that foster effective feedback.Which one of the following is not?

Accepted Answer

A) when it provides students information they can't access. 
B) when it identifies students' strengths and areas of difficulty. 
C) when it maintains student self-efficacy and self-esteem. 
D) when it is overly positive. 
A) when it provides students information they can't access. 
B) when it identifies students' strengths and areas of difficulty. 
C) when it maintains student self-efficacy and self-esteem. 
D) when it is overly positive.

Question 12

Three of the following are suggested to explain why students with special educational needs have difficulty satisfying their need for relatedness.Which one of the following is not necessarily a good explanation?

Accepted Answer

A) fewer opportunities to interact. 
B) poor social skills. 
C) differing interests. 
D) a lack of interest in friendships. 
A) fewer opportunities to interact. 
B) poor social skills. 
C) differing interests. 
D) a lack of interest in friendships.

Question 13

Which one of the following best illustrates the role of value in motivation?

Accepted Answer

A) Angie takes piano lessons mainly because her parents insist that she does. 
B) April thinks her teacher asked her to play too hard a piece. 
C) Constance thinks she can impress her friends by playing well. 
D) Nellie is afraid of how embarrassed she will be if she makes a mistake. 
A) Angie takes piano lessons mainly because her parents insist that she does. 
B) April thinks her teacher asked her to play too hard a piece. 
C) Constance thinks she can impress her friends by playing well. 
D) Nellie is afraid of how embarrassed she will be if she makes a mistake.

Question 14

Which one of the following best describes the beliefs about one's own general ability to deal effectively with the environment?

Accepted Answer

A) self-worth. 
B) self-efficacy. 
C) self-actualization. 
D) self-determination. 
A) self-worth. 
B) self-efficacy. 
C) self-actualization. 
D) self-determination.

Question 15

While working on a series of math problems, Jodi stops after each problem to ask her teacher, "Did I do this right?" or "Is this one okay?" With this information in mind, which one of the following is most likely to be true about Jodi?

Accepted Answer

A) She has a high need for affiliation. 
B) She has a high need for approval. 
C) She has learned helplessness. 
D) She has strong safety needs. 
A) She has a high need for affiliation. 
B) She has a high need for approval. 
C) She has learned helplessness. 
D) She has strong safety needs.

Question 16

Which one of the following most accurately describes the relation between cognition and motivation?

Accepted Answer

A) motivation affects cognition. 
B) cognition and motivation are unrelated. 
C) cognition affects motivation. 
D) cognition and motivation mutually affect each other. 
A) motivation affects cognition. 
B) cognition and motivation are unrelated. 
C) cognition affects motivation. 
D) cognition and motivation mutually affect each other.

Question 17

Louis suffers from extreme test anxiety.Three of the statements below probably describe Louis.Which one does not?

Accepted Answer

A) As he takes a test, he looks closely and carefully at the wording of each test question. 
B) He has trouble thinking clearly about how to answer each question. 
C) He is more worried than his classmates about how his teacher will evaluate his performance. 
D) He gets lower test scores than his classmates, even though he knows the material as well as they do. 
A) As he takes a test, he looks closely and carefully at the wording of each test question. 
B) He has trouble thinking clearly about how to answer each question. 
C) He is more worried than his classmates about how his teacher will evaluate his performance. 
D) He gets lower test scores than his classmates, even though he knows the material as well as they do.

Question 18

Three of the following characterize students with a mastery goal.Which one characterizes students with a performance goal?

Accepted Answer

A) thinking that if you have to try hard, you must not be very capable 
B) thinking that you are doing well as long as you are making progress, even though you are not totally successful 
C) seeking out your teacher's guidance when you are having trouble doing something 
D) being bored by easy tasks 
A) thinking that if you have to try hard, you must not be very capable 
B) thinking that you are doing well as long as you are making progress, even though you are not totally successful 
C) seeking out your teacher's guidance when you are having trouble doing something 
D) being bored by easy tasks

Question 19

In which one of the following situations is a student attributing failure to stable and uncontrollable factors?

Accepted Answer

A) Bart tells himself that he failed the last history test because the substitute teacher constructed a bad test.He expects to do better when his regular teacher returns from maternity leave. 
B) Caitlin tells herself that she is getting low grades in math because, like her mom, she just is not any good at math. 
C) Pia thinks that she was the last one to be chosen for the baseball team because she had not been practicing enough.She vows to do better next time. 
D) Marley believes she is having trouble in music because she has been absent the last two weeks.She knows she will have to work extra hard to catch up to her class. 
A) Bart tells himself that he failed the last history test because the substitute teacher constructed a bad test.He expects to do better when his regular teacher returns from maternity leave. 
B) Caitlin tells herself that she is getting low grades in math because, like her mom, she just is not any good at math. 
C) Pia thinks that she was the last one to be chosen for the baseball team because she had not been practicing enough.She vows to do better next time. 
D) Marley believes she is having trouble in music because she has been absent the last two weeks.She knows she will have to work extra hard to catch up to her class.

Question 20

Which one of the following statements is most accurate about how anxiety affects students' performance in the classroom?

Accepted Answer

A) A little bit of anxiety can facilitate learning and performance, and high anxiety can facilitate performance on very easy tasks. 
B) The best way to deal with anxiety is to eliminate it.Totally relaxed students learn more and perform better. 
C) High anxiety can facilitate performance on very difficult tasks, but it may get in the way when students try to do tasks that they have learned to do quickly and automatically. 
D) A little bit of trait anxiety may facilitate learning, but state anxiety can be detrimental to performance. 
A) A little bit of anxiety can facilitate learning and performance, and high anxiety can facilitate performance on very easy tasks. 
B) The best way to deal with anxiety is to eliminate it.Totally relaxed students learn more and perform better. 
C) High anxiety can facilitate performance on very difficult tasks, but it may get in the way when students try to do tasks that they have learned to do quickly and automatically. 
D) A little bit of trait anxiety may facilitate learning, but state anxiety can be detrimental to performance.

Which one of the following goal types is often associated with an experience of debilitating test anxiety?

Which theory suggests that motivation can be considered as an enduring personality characteristic?

Where do we most often see students' motivation reflected?

Which one of the following is the best example of state anxiety rather than trait anxiety?

A student's expectancy about classroom success is influenced by three of the following factors.It will not be influenced by:

If you want to promote intrinsic motivation in your students, you should:

Three of the following teachers are employing strategies to address students' social needs.Which one is not necessarily doing so?

Which one of the following students is displaying extrinsic motivation?

Mr.Richardson does not expect much of his students from a poor, inner-city neighborhood.Given what we know about the effects of teacher expectations, which outcome is most likely?

Which one of the following students is displaying intrinsic motivation?

Three of the following are circumstances that foster effective feedback.Which one of the following is not?

Three of the following are suggested to explain why students with special educational needs have difficulty satisfying their need for relatedness.Which one of the following is not necessarily a good explanation?

Which one of the following best illustrates the role of value in motivation?

Which one of the following best describes the beliefs about one's own general ability to deal effectively with the environment?

While working on a series of math problems, Jodi stops after each problem to ask her teacher, "Did I do this right?" or "Is this one okay?" With this information in mind, which one of the following is most likely to be true about Jodi?

Which one of the following most accurately describes the relation between cognition and motivation?

Louis suffers from extreme test anxiety.Three of the statements below probably describe Louis.Which one does not?

Three of the following characterize students with a mastery goal.Which one characterizes students with a performance goal?

In which one of the following situations is a student attributing failure to stable and uncontrollable factors?

Which one of the following statements is most accurate about how anxiety affects students' performance in the classroom?

Educational Psychology and Teacher Decision Making

Cognitive and Linguistic Development

Personal, Social, and Moral Development

Individual and Group Differences

Learning and Behaviour Processes

Learning and Cognitive Processes

Knowledge Construction

Social Cognitive Views of Learning

Instructional Strategies

Creating and Maintaining a Productive Classroom Environment

Instructional Assessment

Describing Relationships with Correlation Coefficients

Filters

Exam 9: Motivation, Affect, and Cognition

Which one of the following goal types is often associated with an experience of debilitating test anxiety?

Which theory suggests that motivation can be considered as an enduring personality characteristic?

Where do we most often see students' motivation reflected?

Which one of the following is the best example of state anxiety rather than trait anxiety?

A student's expectancy about classroom success is influenced by three of the following factors.It will not be influenced by:

If you want to promote intrinsic motivation in your students, you should:

Three of the following teachers are employing strategies to address students' social needs.Which one is not necessarily doing so?

Which one of the following students is displaying extrinsic motivation?

Mr.Richardson does not expect much of his students from a poor, inner-city neighborhood.Given what we know about the effects of teacher expectations, which outcome is most likely?

Which one of the following students is displaying intrinsic motivation?

Three of the following are circumstances that foster effective feedback.Which one of the following is not?

Three of the following are suggested to explain why students with special educational needs have difficulty satisfying their need for relatedness.Which one of the following is not necessarily a good explanation?

Which one of the following best illustrates the role of value in motivation?

Which one of the following best describes the beliefs about one's own general ability to deal effectively with the environment?

While working on a series of math problems, Jodi stops after each problem to ask her teacher, "Did I do this right?" or "Is this one okay?" With this information in mind, which one of the following is most likely to be true about Jodi?

Which one of the following most accurately describes the relation between cognition and motivation?

Louis suffers from extreme test anxiety.Three of the statements below probably describe Louis.Which one does not?

Three of the following characterize students with a mastery goal.Which one characterizes students with a performance goal?

In which one of the following situations is a student attributing failure to stable and uncontrollable factors?

Which one of the following statements is most accurate about how anxiety affects students' performance in the classroom?

Educational Psychology and Teacher Decision Making

Cognitive and Linguistic Development

Personal, Social, and Moral Development

Individual and Group Differences

Learning and Behaviour Processes

Learning and Cognitive Processes

Knowledge Construction

Social Cognitive Views of Learning

Instructional Strategies

Creating and Maintaining a Productive Classroom Environment

Instructional Assessment

Describing Relationships with Correlation Coefficients

Filters