Question 1

Within the context of extrinsic motivation, which of these would not be a secondary reinforcer?

Accepted Answer

A)  A smile. 
B)  Food and drink. 
C)  Tangible rewards. 
D)  Time-out. 
A)  A smile. 
B)  Food and drink. 
C)  Tangible rewards. 
D)  Time-out. B

Question 2

What is self-esteem?

Accepted Answer

'Self-esteem is your opinion of yourself.'

Question 3

To maintain equity, teachers should:

Accepted Answer

A)  develop cooperative team projects. 
B)  eliminate physical discomfort. 
C)  set meaningful goals. 
D)  be inclusive in the use of praise and support. 
A)  develop cooperative team projects. 
B)  eliminate physical discomfort. 
C)  set meaningful goals. 
D)  be inclusive in the use of praise and support. D

Question 4

The teaching strategy which would be the least likely to develop resilience in students is:

Accepted Answer

A)  developing students' coping behaviours. 
B)  promoting competition. 
C)  encouraging self-discipline. 
D)  developing optimistic thinking. 
A)  developing students' coping behaviours. 
B)  promoting competition. 
C)  encouraging self-discipline. 
D)  developing optimistic thinking.

Question 5

Within the context of Harmin's DECSA model, a teacher who wished to use an 'I'm with you' message to promote a sense of community with their students would say:

Accepted Answer

A)  I understand how you feel about other people distracting you when you are working quietly. 
B)  I, too, do not always manage my time as well as I want to. 
C)  I think I know how you felt when you stood up for yourself. 
D)  It's not easy to get to bed on time every night is it? 
A)  I understand how you feel about other people distracting you when you are working quietly. 
B)  I, too, do not always manage my time as well as I want to. 
C)  I think I know how you felt when you stood up for yourself. 
D)  It's not easy to get to bed on time every night is it?

Question 6

When students anticipate goals and rewards and make judgments, if there are mismatches it is called:

Accepted Answer

A)  intellectual motivational theory. 
B)  social-emotional motivational theory. 
C)  positive motivational theory. 
D)  cognitive motivational theory. 
A)  intellectual motivational theory. 
B)  social-emotional motivational theory. 
C)  positive motivational theory. 
D)  cognitive motivational theory.

Question 7

List five undesirable practices that teachers should avoid in order to keep a class highly motivated.

Accepted Answer

Any of the practices listed in

Question 8

In the hierarchy of personal needs, social needs:

Accepted Answer

A)  are at a lower level than safety needs. 
B)  are at a higher level than esteem needs. 
C)  must be met before growth needs. 
D)  must be met before biological needs. 
A)  are at a lower level than safety needs. 
B)  are at a higher level than esteem needs. 
C)  must be met before growth needs. 
D)  must be met before biological needs.

Question 9

Maslow developed his hierarchy of personal needs in:

Accepted Answer

A)  1953. 
B)  1954. 
C)  1955. 
D)  1956. 
A)  1953. 
B)  1954. 
C)  1955. 
D)  1956.

Question 10

With reference to the theories of Maslow, achievement motivation and attribution, explain why it is important for teachers to develop positive self-esteem in their students. Describe at least five classroom strategies teachers might use to develop self-esteem in students.

Accepted Answer

The student's response should cover:
-Se

Question 11

Students who have high achievement motivation:

Accepted Answer

A)  show greater persistence and effort. 
B)  have trouble completing tasks. 
C)  have greater influence on external controls. 
D)  realise they cannot influence internal controls. 
A)  show greater persistence and effort. 
B)  have trouble completing tasks. 
C)  have greater influence on external controls. 
D)  realise they cannot influence internal controls.

Question 12

Within the context of Harmin's DECSA model, a teacher who wished to use an 'I appreciate' message to inspire energy in their students would say:

Accepted Answer

A)  I really like the way you stood up for your friend. 
B)  I like it when you persevere. 
C)  I like it when you work it out for yourself. 
D)  Thank you very much for listening. 
A)  I really like the way you stood up for your friend. 
B)  I like it when you persevere. 
C)  I like it when you work it out for yourself. 
D)  Thank you very much for listening.

Question 13

Is the following statement True or False? 'Students' achievement motivation decreases in Grade/Years 7-11 (ages 13-17).'

Accepted Answer

A) True 
 B)False

Question 14

Discuss the following statement in the light of what you know about social motivation: 'Relationships in the classroom are the basis of student success.' Describe the features of classroom climate that would support students' social motivation.

Accepted Answer

The student's response should cover:
-As

Question 15

Is the following statement True or False? 'Teachers should only use intrinsic motivation with their students.'

Accepted Answer

A) True 
 B)False

Question 16

The least likely teaching strategy to encourage intrinsic motivation is:

Accepted Answer

A)  using challenging questions. 
B)  giving stickers or rewards. 
C)  providing unfamiliar examples. 
D)  presenting a novel situation to the class. 
A)  using challenging questions. 
B)  giving stickers or rewards. 
C)  providing unfamiliar examples. 
D)  presenting a novel situation to the class.

Question 17

What are three explanations students might give for lack of achievement?

Accepted Answer

Lack of effort; lack

Question 18

Which of the following is not a 'plain correct'?

Accepted Answer

A)  'Yes, that's right.' 
B)  'No, the correct answer is …' 
C)  'Correct.' 
D)  'That's what I wanted.' 
A)  'Yes, that's right.' 
B)  'No, the correct answer is …' 
C)  'Correct.' 
D)  'That's what I wanted.'

Question 19

The statement that is not correct about behavioural theory of motivation is:

Accepted Answer

A)  It emphasises the centrality of external events in directing behaviour. 
B)  Reinforcers increase the likelihood of particular behaviours. 
C)  Negative reinforcers are stimulus events that are imposed to discourage certain behaviours. 
D)  Consequences for poor behaviour decrease the likelihood of the behaviour being repeated. 
A)  It emphasises the centrality of external events in directing behaviour. 
B)  Reinforcers increase the likelihood of particular behaviours. 
C)  Negative reinforcers are stimulus events that are imposed to discourage certain behaviours. 
D)  Consequences for poor behaviour decrease the likelihood of the behaviour being repeated.

Question 20

A teaching strategy that is unlikely to motivate students using attribution is:

Accepted Answer

A)  getting students to think about the learning processes they use. 
B)  helping students to develop realistic goals. 
C)  using grades in assessment. 
D)  using cooperative learning arrangements. 
A)  getting students to think about the learning processes they use. 
B)  helping students to develop realistic goals. 
C)  using grades in assessment. 
D)  using cooperative learning arrangements.

Within the context of extrinsic motivation, which of these would not be a secondary reinforcer?

What is self-esteem?

To maintain equity, teachers should:

The teaching strategy which would be the least likely to develop resilience in students is:

Within the context of Harmin's DECSA model, a teacher who wished to use an 'I'm with you' message to promote a sense of community with their students would say:

When students anticipate goals and rewards and make judgments, if there are mismatches it is called:

List five undesirable practices that teachers should avoid in order to keep a class highly motivated.

In the hierarchy of personal needs, social needs:

Maslow developed his hierarchy of personal needs in:

With reference to the theories of Maslow, achievement motivation and attribution, explain why it is important for teachers to develop positive self-esteem in their students. Describe at least five classroom strategies teachers might use to develop self-esteem in students.

Students who have high achievement motivation:

Within the context of Harmin's DECSA model, a teacher who wished to use an 'I appreciate' message to inspire energy in their students would say:

Is the following statement True or False? 'Students' achievement motivation decreases in Grade/Years 7-11 (ages 13-17).'

Discuss the following statement in the light of what you know about social motivation: 'Relationships in the classroom are the basis of student success.' Describe the features of classroom climate that would support students' social motivation.

Is the following statement True or False? 'Teachers should only use intrinsic motivation with their students.'

The least likely teaching strategy to encourage intrinsic motivation is:

What are three explanations students might give for lack of achievement?

Which of the following is not a 'plain correct'?

The statement that is not correct about behavioural theory of motivation is:

A teaching strategy that is unlikely to motivate students using attribution is:

What Is Teaching All About

How Students Develop and Learn

Learning Environments

The Australian Curriculum

Exploring and Contesting Curriculum

Planning and Preparing for Teaching

Organising Classroom Structures and Routines

Planning to Achieve Goals, Aims, Objectives, Outcomes and Standards

Communicating Effectively

Pedagogy, Teaching and Learning

Classroom Management

Using Resources Creatively

Meeting the Diverse Needs of Students

Developing Knowledgeable, Responsible and Caring Students

Parents and Caregivers Partnerships With Schools

Assessment and Reporting

Professional and Cultural Dimensions of Teaching

Equity, Ethics and Legal Issues in Teaching

Teacher Standards

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Exam 3: Learner Motivation and Developing Self-Esteem

Within the context of extrinsic motivation, which of these would not be a secondary reinforcer?

What is self-esteem?

To maintain equity, teachers should:

The teaching strategy which would be the least likely to develop resilience in students is:

Within the context of Harmin's DECSA model, a teacher who wished to use an 'I'm with you' message to promote a sense of community with their students would say:

When students anticipate goals and rewards and make judgments, if there are mismatches it is called:

List five undesirable practices that teachers should avoid in order to keep a class highly motivated.

In the hierarchy of personal needs, social needs:

Maslow developed his hierarchy of personal needs in:

With reference to the theories of Maslow, achievement motivation and attribution, explain why it is important for teachers to develop positive self-esteem in their students. Describe at least five classroom strategies teachers might use to develop self-esteem in students.

Students who have high achievement motivation:

Within the context of Harmin's DECSA model, a teacher who wished to use an 'I appreciate' message to inspire energy in their students would say:

Is the following statement True or False? 'Students' achievement motivation decreases in Grade/Years 7-11 (ages 13-17).'

Discuss the following statement in the light of what you know about social motivation: 'Relationships in the classroom are the basis of student success.' Describe the features of classroom climate that would support students' social motivation.

Is the following statement True or False? 'Teachers should only use intrinsic motivation with their students.'

The least likely teaching strategy to encourage intrinsic motivation is:

What are three explanations students might give for lack of achievement?

Which of the following is not a 'plain correct'?

The statement that is not correct about behavioural theory of motivation is:

A teaching strategy that is unlikely to motivate students using attribution is:

What Is Teaching All About

How Students Develop and Learn

Learning Environments

The Australian Curriculum

Exploring and Contesting Curriculum

Planning and Preparing for Teaching

Organising Classroom Structures and Routines

Planning to Achieve Goals, Aims, Objectives, Outcomes and Standards

Communicating Effectively

Pedagogy, Teaching and Learning

Classroom Management

Using Resources Creatively

Meeting the Diverse Needs of Students

Developing Knowledgeable, Responsible and Caring Students

Parents and Caregivers Partnerships With Schools

Assessment and Reporting

Professional and Cultural Dimensions of Teaching

Equity, Ethics and Legal Issues in Teaching

Teacher Standards

Filters