Question 1

Research regarding attribution retraining indicates that:

Accepted Answer

A)  It is effective with adults but not with children. 
B)  One effective strategy is to teach students how to attribute their performance to controllable factors. 
C)  Retraining is most effective when students don't encounter failure experiences. 
D)  Attributions, once established, are almost impossible to change. 
A)  It is effective with adults but not with children. 
B)  One effective strategy is to teach students how to attribute their performance to controllable factors. 
C)  Retraining is most effective when students don't encounter failure experiences. 
D)  Attributions, once established, are almost impossible to change. B

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

Personal interest refers to an individual's intrinsic curiosity or passion for a particular topic or activity. For example, a student who loves animals may have a personal interest in learning about biology or ecology. In a classroom setting, you can promote personal interest by allowing students to choose topics for projects or assignments that align with their passions and providing opportunities for them to explore related subjects in depth.

B: Situational interest is a temporary, context-specific interest that is sparked by the immediate environment or activity. For instance, a student may become interested in a history lesson when presented with a hands-on activity or a thought-provoking question. To promote situational interest, educators can incorporate interactive and engaging activities into their lessons, such as simulations, debates, or real-world problem-solving tasks.

C: Expectancy refers to an individual's belief in their ability to succeed at a task or achieve a desired outcome. For example, a student who believes they are capable of mastering a difficult math concept is more likely to put in effort and persist in their learning. Educators can promote expectancy by providing clear instructions, scaffolding learning tasks, and offering constructive feedback to build students' confidence in their abilities.

D: Value refers to the perceived importance or relevance of a task or goal to an individual. For instance, a student may see the value in learning a new language because it opens up opportunities for travel and cultural exchange. In a classroom setting, educators can promote value by connecting learning objectives to real-world applications, career opportunities, or personal interests, and by highlighting the practical benefits of mastering certain skills or knowledge.

E: Mastery goal orientation involves a focus on developing competence and mastering new skills, rather than simply outperforming others. For example, a student with a mastery goal orientation may be motivated to improve their writing abilities by seeking constructive feedback and revising their work, rather than aiming for a higher grade than their peers. Educators can promote mastery goal orientation by emphasizing the process of learning and growth, providing opportunities for self-assessment and reflection, and fostering a supportive and collaborative learning environment.

Question 3

On some occasions, attributing students' failures to lack of effort is quite appropriate. On other occasions, attributions to effort can backfire and be counterproductive. Which one of the following alternatives is the most accurate description of how attributions to effort can sometimes have adverse effects?

Accepted Answer

A)  When students fail at a task they have tried very hard at and are then told that they didn't try hard enough, they may decide they simply don't have the ability to do the task and give up. 
B)  When students fail at a task at which they have not tried very hard to succeed and are then told that they didn't exert enough effort, they are likely to feel resentment toward their teacher. 
C)  When students are told that they didn't try hard enough at a task that they expended quite a bit of effort on, they will almost certainly attribute the failure to bad luck. 
D)  When students are told that they didn't exert enough effort and they really didn't try very hard, they are likely to attribute their failure to an external factor and not accept responsibility for it. 
A)  When students fail at a task they have tried very hard at and are then told that they didn't try hard enough, they may decide they simply don't have the ability to do the task and give up. 
B)  When students fail at a task at which they have not tried very hard to succeed and are then told that they didn't exert enough effort, they are likely to feel resentment toward their teacher. 
C)  When students are told that they didn't try hard enough at a task that they expended quite a bit of effort on, they will almost certainly attribute the failure to bad luck. 
D)  When students are told that they didn't exert enough effort and they really didn't try very hard, they are likely to attribute their failure to an external factor and not accept responsibility for it. A

Question 4

Which one of the following would be the best thing to do if a teacher wanted to help students internalize values that would help them achieve success over the long run?

Accepted Answer

A)  Give frequent pop quizzes as a way of encouraging them to study every night. 
B)  Conduct "history trivia" competitions using a television game-show format. 
C)  Assign reading materials that have been written for professionals in such disciplines as biology and archaeology. 
D)  Help them understand why certain skills are important in the adult world. 
A)  Give frequent pop quizzes as a way of encouraging them to study every night. 
B)  Conduct "history trivia" competitions using a television game-show format. 
C)  Assign reading materials that have been written for professionals in such disciplines as biology and archaeology. 
D)  Help them understand why certain skills are important in the adult world.

Question 5

Roxanne and her teammates consistently lose basketball games by a very close margin. Roxanne believes that their losses are always due to bad calls by the referees. With this information and the typical nature of students' attributions in mind, identify the statement below that is most likely to be an accurate description of Roxanne?

Accepted Answer

A)  She feels guilty about not practicing harder. 
B)  She feels resentment toward the referees. 
C)  She has decreasing self-confidence about her ability to play basketball. 
D)  She intends to ask her coach for suggestions about how to improve her game. 
A)  She feels guilty about not practicing harder. 
B)  She feels resentment toward the referees. 
C)  She has decreasing self-confidence about her ability to play basketball. 
D)  She intends to ask her coach for suggestions about how to improve her game.

Question 6

Which one of the following students most clearly has a work-avoidance goal?

Accepted Answer

A)  Last night Frederick stayed up so late watching television that he can hardly stay awake in class. 
B)  Loni is so active in student government that she often doesn't have time to get her homework done. 
C)  Chris asks for his teacher's help on a task he is perfectly capable of doing on his own. 
D)  Nancy wonders why she has to work harder than her friends to get the same grades they do. 
A)  Last night Frederick stayed up so late watching television that he can hardly stay awake in class. 
B)  Loni is so active in student government that she often doesn't have time to get her homework done. 
C)  Chris asks for his teacher's help on a task he is perfectly capable of doing on his own. 
D)  Nancy wonders why she has to work harder than her friends to get the same grades they do.

Question 7

Reinforcement plays a major role in both operant conditioning and social cognitive theory. Identify two ways in which the role of reinforcement is different in the two perspectives.

Accepted Answer

In operant conditioning, reinforcement i

Question 8

Three of the following strategies should engage students' interest in class material. Which one is least likely to do so?

Accepted Answer

A)  Have each student read a different character's lines when the class is reading the play Our Town. 
B)  Asking students to imagine what it must have been like to live in medieval England. 
C)  Showing students a scientific phenomenon that isn't what they'd expect to happen given their existing beliefs about the world. 
D)  Telling students that occasional failures are probably due to circumstances beyond their control. 
A)  Have each student read a different character's lines when the class is reading the play Our Town. 
B)  Asking students to imagine what it must have been like to live in medieval England. 
C)  Showing students a scientific phenomenon that isn't what they'd expect to happen given their existing beliefs about the world. 
D)  Telling students that occasional failures are probably due to circumstances beyond their control.

Question 9

Which one of the following is the best example of a student attributing success to an internal factor?

Accepted Answer

A)  Nita has just gotten an A on her final exam in world history and is feeling very grateful to the teacher for her good grade. 
B)  Polly's teacher has just told her that she will be the group leader for her reading group next quarter. Polly is glad her teacher is in a good mood today. 
C)  Renata has just gotten a good grade on her math test and is glad that her mother got her a math tutor. 
D)  Sue Ellen has just gotten a good grade on her geography test; she's proud that she did so well and glad that she studied hard. 
A)  Nita has just gotten an A on her final exam in world history and is feeling very grateful to the teacher for her good grade. 
B)  Polly's teacher has just told her that she will be the group leader for her reading group next quarter. Polly is glad her teacher is in a good mood today. 
C)  Renata has just gotten a good grade on her math test and is glad that her mother got her a math tutor. 
D)  Sue Ellen has just gotten a good grade on her geography test; she's proud that she did so well and glad that she studied hard.

Question 10

Mona is showing signs of learned helplessness. Which one of the following would we be least likely to see her do?

Accepted Answer

A)  Learn more slowly than other children. 
B)  Be slow to exhibit behaviors that are likely to be reinforced. 
C)  Express anger and aggression. 
D)  Be fearful and withdrawn. 
A)  Learn more slowly than other children. 
B)  Be slow to exhibit behaviors that are likely to be reinforced. 
C)  Express anger and aggression. 
D)  Be fearful and withdrawn.

Question 11

When Scott was first learning how to write, he wrote quickly and sloppily, without regard for how his papers looked. But his teachers praised him regularly for writing carefully and legibly, and eventually he began to pride himself on his neat and careful handwriting. This transition can best be described as:

Accepted Answer

A)  Acquiring an external locus of control 
B)  Developing internalized motivation 
C)  Developing situational interest 
D)  Developing extrinsic motivation 
A)  Acquiring an external locus of control 
B)  Developing internalized motivation 
C)  Developing situational interest 
D)  Developing extrinsic motivation

Question 12

Three of the following statements accurately describe how a child can acquire learned helplessness in a particular domain. Which statement is not a likely explanation of learned helplessness?

Accepted Answer

A)  A child has consistently focused on mastery goals, without regard for important performance goals. 
B)  A child has consistently encountered failure despite hard work and persistence. 
C)  A parent has consistently encouraged a child to give up when success doesn't come quickly and easily. 
D)  A child sees most or all peers consistently encountering failure in the domain. 
A)  A child has consistently focused on mastery goals, without regard for important performance goals. 
B)  A child has consistently encountered failure despite hard work and persistence. 
C)  A parent has consistently encouraged a child to give up when success doesn't come quickly and easily. 
D)  A child sees most or all peers consistently encountering failure in the domain.

Question 13

The textbook recommends that teachers encourage students to set and work toward proximal goals. Which one of the following illustrates a proximal goal?

Accepted Answer

A)  Becoming a reporter for a national news channel such as CNN 
B)  Maintaining a 4.0 GPA throughout the high school years 
C)  Learning the symbols for all the elements in a chemistry class 
D)  Shooting for admission to a local community college rather than a prestigious and highly selective private college 
A)  Becoming a reporter for a national news channel such as CNN 
B)  Maintaining a 4.0 GPA throughout the high school years 
C)  Learning the symbols for all the elements in a chemistry class 
D)  Shooting for admission to a local community college rather than a prestigious and highly selective private college

Question 14

If we consider factors that promote interest, three of the following teaching strategies should be beneficial. Which one will not be beneficial?

Accepted Answer

A)  Intersperse boring material with entertaining jokes about your personal life. 
B)  Assign works of fiction that feature a character with whom students can identify. 
C)  Make some classroom tasks challenging but accomplishable. 
D)  Choose a textbook that presents information in a clear, coherent fashion. 
A)  Intersperse boring material with entertaining jokes about your personal life. 
B)  Assign works of fiction that feature a character with whom students can identify. 
C)  Make some classroom tasks challenging but accomplishable. 
D)  Choose a textbook that presents information in a clear, coherent fashion.

Question 15

Motivation and cognition frequently interact in their effects on learning and performance. Describe at least two different ways in which motivation affects cognition and at least two different ways in which cognition affects motivation. Give concrete examples to illustrate your discussion.

Accepted Answer

Motivation can affect cognition in vario

Question 16

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

Accepted Answer

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. 
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.

Question 17

Which one of the following girls is most likely to attribute a low exam grade to an external cause?

Accepted Answer

A)  Anna's teacher encourages her to seek his help if she needs it. 
B)  Betsy knows that other students in her class all did well on the exam. 
C)  Carol has gotten low grades on most previous exams. 
D)  Donna thought she knew the material even though she really didn't. 
A)  Anna's teacher encourages her to seek his help if she needs it. 
B)  Betsy knows that other students in her class all did well on the exam. 
C)  Carol has gotten low grades on most previous exams. 
D)  Donna thought she knew the material even though she really didn't.

Question 18

Identify the student who most clearly has a mastery goal rather than a performance goal.

Accepted Answer

A)  When Abby gets a new assignment, she likes to set it aside for a day or so before she actually begins to work on it. 
B)  Bonnie is a perfectionist who gets upset when her test grades are anything but A+. 
C)  When given the choice between taking an easy class or a more challenging one, Cora chooses the challenging one. 
D)  Dana is easily distracted by the many stimuli competing for her attention in the classroom. 
A)  When Abby gets a new assignment, she likes to set it aside for a day or so before she actually begins to work on it. 
B)  Bonnie is a perfectionist who gets upset when her test grades are anything but A+. 
C)  When given the choice between taking an easy class or a more challenging one, Cora chooses the challenging one. 
D)  Dana is easily distracted by the many stimuli competing for her attention in the classroom.

Question 19

Describe the benefits of a challenge with respect to:
a. Self-efficacy
b. Conceptual change
c. Development of learning and study strategies
d. Motivation

Accepted Answer

a. Self-efficacy: A challenge can help i

Question 20

Students have just done well on what was obviously an easy assignment. If their teacher praises them for their success, they are likely to:

Accepted Answer

A)  Exert more effort next time 
B)  Have high self-efficacy for academic tasks 
C)  Adopt mastery goals rather than performance goals 
D)  Conclude that they will have difficulty with more challenging tasks 
A)  Exert more effort next time 
B)  Have high self-efficacy for academic tasks 
C)  Adopt mastery goals rather than performance goals 
D)  Conclude that they will have difficulty with more challenging tasks

Research regarding attribution retraining indicates that:

Which one of the following would be the best thing to do if a teacher wanted to help students internalize values that would help them achieve success over the long run?

Which one of the following students most clearly has a work-avoidance goal?

Reinforcement plays a major role in both operant conditioning and social cognitive theory. Identify two ways in which the role of reinforcement is different in the two perspectives.

Three of the following strategies should engage students' interest in class material. Which one is least likely to do so?

Which one of the following is the best example of a student attributing success to an internal factor?

Mona is showing signs of learned helplessness. Which one of the following would we be least likely to see her do?

Three of the following statements accurately describe how a child can acquire learned helplessness in a particular domain. Which statement is not a likely explanation of learned helplessness?

The textbook recommends that teachers encourage students to set and work toward proximal goals. Which one of the following illustrates a proximal goal?

If we consider factors that promote interest, three of the following teaching strategies should be beneficial. Which one will not be beneficial?

Motivation and cognition frequently interact in their effects on learning and performance. Describe at least two different ways in which motivation affects cognition and at least two different ways in which cognition affects motivation. Give concrete examples 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?

Which one of the following girls is most likely to attribute a low exam grade to an external cause?

Identify the student who most clearly has a mastery goal rather than a performance goal.

Describe the benefits of a challenge with respect to: a. Self-efficacy b. Conceptual change c. Development of learning and study strategies d. Motivation

Students have just done well on what was obviously an easy assignment. If their teacher praises them for their success, they are likely to:

Perspectives on Learning

Learning and the Brain

Behaviorism and Classical Conditioning

Instrumental Conditioning

Applications of Instrumental Conditioning

Social Cognitive Theory

Introduction to Cognitivism

Basic Components of Memory

Long-Term Memory I: Storage and Encoding

Long-Term Memory Iii: Retrieval and Forgetting

Long-Term Memory Iii: Retrieval and Forgetting

Cognitive-Developmental Perspectives

Sociocultural Theory and Other Contextual Perspectives

Metacognition, Self-Regulated Learning, and Study Strategies

Transfer, Problem Solving, and Critical Thinking

Motivation and Affect

Filters

Exam 17: Cognitive Factors in Motivation

Research regarding attribution retraining indicates that:

Which one of the following would be the best thing to do if a teacher wanted to help students internalize values that would help them achieve success over the long run?

Which one of the following students most clearly has a work-avoidance goal?

Reinforcement plays a major role in both operant conditioning and social cognitive theory. Identify two ways in which the role of reinforcement is different in the two perspectives.

Three of the following strategies should engage students' interest in class material. Which one is least likely to do so?

Which one of the following is the best example of a student attributing success to an internal factor?

Mona is showing signs of learned helplessness. Which one of the following would we be least likely to see her do?

Three of the following statements accurately describe how a child can acquire learned helplessness in a particular domain. Which statement is not a likely explanation of learned helplessness?

The textbook recommends that teachers encourage students to set and work toward proximal goals. Which one of the following illustrates a proximal goal?

If we consider factors that promote interest, three of the following teaching strategies should be beneficial. Which one will not be beneficial?

Motivation and cognition frequently interact in their effects on learning and performance. Describe at least two different ways in which motivation affects cognition and at least two different ways in which cognition affects motivation. Give concrete examples 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?

Which one of the following girls is most likely to attribute a low exam grade to an external cause?

Identify the student who most clearly has a mastery goal rather than a performance goal.

Describe the benefits of a challenge with respect to: a. Self-efficacy b. Conceptual change c. Development of learning and study strategies d. Motivation

Students have just done well on what was obviously an easy assignment. If their teacher praises them for their success, they are likely to:

Perspectives on Learning

Learning and the Brain

Behaviorism and Classical Conditioning

Instrumental Conditioning

Applications of Instrumental Conditioning

Social Cognitive Theory

Introduction to Cognitivism

Basic Components of Memory

Long-Term Memory I: Storage and Encoding

Long-Term Memory Iii: Retrieval and Forgetting

Long-Term Memory Iii: Retrieval and Forgetting

Cognitive-Developmental Perspectives

Sociocultural Theory and Other Contextual Perspectives

Metacognition, Self-Regulated Learning, and Study Strategies

Transfer, Problem Solving, and Critical Thinking

Motivation and Affect

Filters