Question 1

Mr. Castillo would like to apply Atkinson's theory of need for achievement in his classroom. This could be problematic because

Accepted Answer

A)  need for achievement is not an observable characteristic. 
B)  the validity of Atkinson's findings is highly questionable. 
C)  achievement need is difficult to measure in the short term. 
D)  achievement motivation is a very unstable characteristic. 
A)  need for achievement is not an observable characteristic. 
B)  the validity of Atkinson's findings is highly questionable. 
C)  achievement need is difficult to measure in the short term. 
D)  achievement motivation is a very unstable characteristic. C

Question 2

Define and give an example of extrinsic motivation.

Accepted Answer

Extrinsic motivation occurs when a student engages in an activity solely or largely for the purpose of earning a reward that is not inherently related to the activity. Working for praise, high grades, and money are common examples of extrinsic motivation.

Question 3

Describe the two major types of interests that people can have in a subject or activity, how those types of interests affect motivation, and the relationship between the two types.

Accepted Answer

One's interests may be personal or situational. Personal interest is marked by an intrinsic desire to understand a topic that persists over an extended period of time and is based on prior knowledge, experience, and strong positive emotions. Thus, personal interest is likely to have a strong, long-lasting effect on motivation. Situational interest is more dependent on short-term contextual factors, such as becoming interested in the outcome of baseball games because one's hometown team has qualified for the league championship series. Consequently, the impact of situational interest on motivation is likely to be short term. An interest that initially is situational can become personal and thereby have a more long-term effect on motivation.

Question 4

Martin decides to take a physics class, even though he has a very weak science background. While he is looking forward to the experience, he is also a little nervous. Martin's friend Toshio remarks "Man, you're crazy! I'd never take that class because I'd fail!" According to Atkinson, Martin and Toshio differ in their

Accepted Answer

A)  level of interest. 
B)  self-concept. 
C)  need for achievement. 
D)  attribution patterns. 
A)  level of interest. 
B)  self-concept. 
C)  need for achievement. 
D)  attribution patterns.

Question 5

The need for equilibration and mastery, according to cognitive development theory

Accepted Answer

A)  decreases motivation. 
B)  determines our ability and skill. 
C)  drives motivation. 
D)  facilitates transfer of learning. 
A)  decreases motivation. 
B)  determines our ability and skill. 
C)  drives motivation. 
D)  facilitates transfer of learning.

Question 6

Discuss one reason that Maslow's suggestions may be frustrating from a teacher's point of view.

Accepted Answer

Teachers are in a key position to satisf

Question 7

A student of yours consistently seems to make unwise choices while in your classroom. She always finds opportunities to antagonize classmates, and while she is quite bright, she rarely turns homework in on time or does it correctly. In short, she always seems to choose the path to failure. According to Maslow, what are the probable reasons behind the student's behavior?

Accepted Answer

A)  The student simply enjoys the role of troublemaker in the class. 
B)  The student has poor self-esteem and no feelings of belongingness, and she is trying to fit in the only way she knows. 
C)  She has not received enough positive reinforcement for the few successes she has had in life. 
D)  She is not being intellectually challenged enough in the classroom. 
A)  The student simply enjoys the role of troublemaker in the class. 
B)  The student has poor self-esteem and no feelings of belongingness, and she is trying to fit in the only way she knows. 
C)  She has not received enough positive reinforcement for the few successes she has had in life. 
D)  She is not being intellectually challenged enough in the classroom.

Question 8

Teachers who are interested in using computer technology as a way to raise student motivation should look primarily at programs that emphasize

Accepted Answer

A)  extrinsic motivation. 
B)  intrinsic motivation. 
C)  both extrinsic and intrinsic motivation. 
D)  neither extrinsic nor intrinsic motivation. 
A)  extrinsic motivation. 
B)  intrinsic motivation. 
C)  both extrinsic and intrinsic motivation. 
D)  neither extrinsic nor intrinsic motivation.

Question 9

Provide specific recommendations for increasing intrinsic motivation in the classroom.

Accepted Answer

Intrinsic motivation can be in

Question 10

Lyle enjoys learning algebra a great deal, though he has to struggle painfully with learning the algebraic proofs. As a teacher, which approach should you take in providing rewards for this student?

Accepted Answer

A)  Ask the student to use self-rewards for which he sets the standard. 
B)  Do not reward the student at all, since he has an intrinsic interest in the task. 
C)  Reward the student often and enthusiastically whenever he succeeds. 
D)  Reward the student sparingly and only when his level of competence increases. 
A)  Ask the student to use self-rewards for which he sets the standard. 
B)  Do not reward the student at all, since he has an intrinsic interest in the task. 
C)  Reward the student often and enthusiastically whenever he succeeds. 
D)  Reward the student sparingly and only when his level of competence increases.

Question 11

According to attribution theory, high need achievers typically attribute success in school to _______________ and failure in school to _______________.

Accepted Answer

A)  external circumstances; not trying hard enough 
B)  their own abilities; lack of effort 
C)  knowing how to study; taking the wrong courses 
D)  skill as a student; prejudice on the part of teachers 
A)  external circumstances; not trying hard enough 
B)  their own abilities; lack of effort 
C)  knowing how to study; taking the wrong courses 
D)  skill as a student; prejudice on the part of teachers

Question 12

An excessive use of rewards may lead to

Accepted Answer

A)  the enhanced likelihood of general transfer. 
B)  the development of materialistic attitudes. 
C)  greater freedom on the part of students. 
D)  a form of intrinsic motivation. 
A)  the enhanced likelihood of general transfer. 
B)  the development of materialistic attitudes. 
C)  greater freedom on the part of students. 
D)  a form of intrinsic motivation.

Question 13

According to the cognitive development theory of motivation

Accepted Answer

A)  the intrinsic value of overcoming cognitive disequilibrium drives learning. 
B)  extrinsic rewards are necessary before intrinsic motivation occurs. 
C)  the teacher should provide role models to model appropriate learning behavior. 
D)  steps in learning should be small enough that the student is assured of being rewarded at regular intervals. 
A)  the intrinsic value of overcoming cognitive disequilibrium drives learning. 
B)  extrinsic rewards are necessary before intrinsic motivation occurs. 
C)  the teacher should provide role models to model appropriate learning behavior. 
D)  steps in learning should be small enough that the student is assured of being rewarded at regular intervals.

Question 14

Research suggests that faulty attributions

Accepted Answer

A)  can be changed fairly quickly if the right methods are consistently adhered to. 
B)  can be changed over time because students who make faulty attributions tend to believe that failure is due to lack of effort. 
C)  are difficult to change because of students' beliefs about ability. 
D)  are impossible to change because of the nature of students' existing cognitive structures. 
A)  can be changed fairly quickly if the right methods are consistently adhered to. 
B)  can be changed over time because students who make faulty attributions tend to believe that failure is due to lack of effort. 
C)  are difficult to change because of students' beliefs about ability. 
D)  are impossible to change because of the nature of students' existing cognitive structures.

Question 15

Explain why students' faulty attributions may be difficult to change.

Accepted Answer

Changing students' faulty attributions i

Question 16

A limitation to applying Maslow's theory in the classroom is that

Accepted Answer

A)  teachers cannot satisfy any of a student's deficiency needs. 
B)  it is not the role of the teacher to satisfy students' deficiency needs. 
C)  teachers may be unable to satisfy one or more of their students' deficiency needs. 
D)  there is no relationship between satisfaction of deficiency needs and students' academic performance. 
A)  teachers cannot satisfy any of a student's deficiency needs. 
B)  it is not the role of the teacher to satisfy students' deficiency needs. 
C)  teachers may be unable to satisfy one or more of their students' deficiency needs. 
D)  there is no relationship between satisfaction of deficiency needs and students' academic performance.

Question 17

Summarize the research findings mentioned in the book on the relationship between academic self-concept and achievement.

Accepted Answer

Research by Guay, Marsh, & Boivin (2003)

Question 18

From a teacher's perspective, describe the basic limitation or weakness of the cognitive development view of motivation.

Accepted Answer

While the idea of arousing a cognitive d

Question 19

Lindel is told that his IQ score is 100, which indicates average current intellectual functioning. He responds, "Hmmm . . . average. I bet I can improve my score if I study harder." According to Carol Dweck, Lindel

Accepted Answer

A)  is mistaken, because levels of intellectual functioning do not change over time. 
B)  is subscribing to an incremental theory of cognitive ability. 
C)  will likely be motivated to prove his ability by getting high grades and avoiding criticism from others. 
D)  likely attributes his successes to task difficulty and his failures to low ability. 
A)  is mistaken, because levels of intellectual functioning do not change over time. 
B)  is subscribing to an incremental theory of cognitive ability. 
C)  will likely be motivated to prove his ability by getting high grades and avoiding criticism from others. 
D)  likely attributes his successes to task difficulty and his failures to low ability.

Question 20

Maslow suggests that people are likely to make _______________ decisions when their deficiency needs are not met.

Accepted Answer

A)  impulsive 
B)  poor 
C)  delayed 
D)  inconsistent 
A)  impulsive 
B)  poor 
C)  delayed 
D)  inconsistent

Mr. Castillo would like to apply Atkinson's theory of need for achievement in his classroom. This could be problematic because

Define and give an example of extrinsic motivation.

Describe the two major types of interests that people can have in a subject or activity, how those types of interests affect motivation, and the relationship between the two types.

The need for equilibration and mastery, according to cognitive development theory

Discuss one reason that Maslow's suggestions may be frustrating from a teacher's point of view.

Teachers who are interested in using computer technology as a way to raise student motivation should look primarily at programs that emphasize

Provide specific recommendations for increasing intrinsic motivation in the classroom.

Lyle enjoys learning algebra a great deal, though he has to struggle painfully with learning the algebraic proofs. As a teacher, which approach should you take in providing rewards for this student?

According to attribution theory, high need achievers typically attribute success in school to _ and failure in school to _.

An excessive use of rewards may lead to

According to the cognitive development theory of motivation

Research suggests that faulty attributions

Explain why students' faulty attributions may be difficult to change.

A limitation to applying Maslow's theory in the classroom is that

Summarize the research findings mentioned in the book on the relationship between academic self-concept and achievement.

From a teacher's perspective, describe the basic limitation or weakness of the cognitive development view of motivation.

Lindel is told that his IQ score is 100, which indicates average current intellectual functioning. He responds, "Hmmm . . . average. I bet I can improve my score if I study harder." According to Carol Dweck, Lindel

Maslow suggests that people are likely to make _______________ decisions when their deficiency needs are not met.

Applying Psychology to Teaching

Theories of Psychosocial and Cognitive Development

Age-Level Characteristics

Understanding Student Differences

Addressing Cultural and Socioeconomic Diversity

Accommodating Student Variability

Behavioral Learning Theory: Operant Conditioning

Information-Processing Theory

Social Cognitive Theory

Constructivist Learning Theory, Problem Solving, and Transfer

Classroom Management

Approaches to Instruction

Assessment of Classroom Learning

Understanding Standardized Assessment

Filters

Exam 11: Motivation and Perceptions of Self

Mr. Castillo would like to apply Atkinson's theory of need for achievement in his classroom. This could be problematic because

Define and give an example of extrinsic motivation.

Describe the two major types of interests that people can have in a subject or activity, how those types of interests affect motivation, and the relationship between the two types.

The need for equilibration and mastery, according to cognitive development theory

Discuss one reason that Maslow's suggestions may be frustrating from a teacher's point of view.

Teachers who are interested in using computer technology as a way to raise student motivation should look primarily at programs that emphasize

Provide specific recommendations for increasing intrinsic motivation in the classroom.

Lyle enjoys learning algebra a great deal, though he has to struggle painfully with learning the algebraic proofs. As a teacher, which approach should you take in providing rewards for this student?

According to attribution theory, high need achievers typically attribute success in school to _______________ and failure in school to _______________.

An excessive use of rewards may lead to

According to the cognitive development theory of motivation

Research suggests that faulty attributions

Explain why students' faulty attributions may be difficult to change.

A limitation to applying Maslow's theory in the classroom is that

Summarize the research findings mentioned in the book on the relationship between academic self-concept and achievement.

From a teacher's perspective, describe the basic limitation or weakness of the cognitive development view of motivation.

Lindel is told that his IQ score is 100, which indicates average current intellectual functioning. He responds, "Hmmm . . . average. I bet I can improve my score if I study harder." According to Carol Dweck, Lindel

Maslow suggests that people are likely to make _______________ decisions when their deficiency needs are not met.

Applying Psychology to Teaching

Theories of Psychosocial and Cognitive Development

Age-Level Characteristics

Understanding Student Differences

Addressing Cultural and Socioeconomic Diversity

Accommodating Student Variability

Behavioral Learning Theory: Operant Conditioning

Information-Processing Theory

Social Cognitive Theory

Constructivist Learning Theory, Problem Solving, and Transfer

Classroom Management

Approaches to Instruction

Assessment of Classroom Learning

Understanding Standardized Assessment

Filters

According to attribution theory, high need achievers typically attribute success in school to _ and failure in school to _.