Deck 12: Motivation in Learning and Teaching

Question 1

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?

A) Extrinsic
B) Intrinsic
C) Stable
D) Trait

Answer 1

Extrinsic

Question 2

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

A) Karla spends extra time in the lab in order to gain the attention of the lab assistant.
B) Evan practices at the batting cage every day with the goal of being named most valuable player.
C) Annie wants to play the piece flawlessly and enjoy the sound she creates with the piano.
D) Dylan completes his homework as soon as he gets home from school in order to get privileges from his parents.

Answer 2

Annie wants to play the piece flawlessly and enjoy the sound she creates with the piano.

Question 3

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

A) Being
B) Deficiency
C) Proficiency
D) Self-actualization

Answer 3

Deficiency

Question 4

According to behavioural theory of motivation, students are motivated primarily by a(n)

A) desire for gaining fulfillment for their accomplishments.
B) desire to gain reinforcers for their behaviour.
C) inherent need to understand what they are learning.
D) need for social recognition and status.

Question 5

Externally imposed reward systems seem particularly appropriate for students who are

A) interested in the subject.
B) intrinsically motivated.
C) not interested in the subject.
D) self-motivated.

Question 6

Maria spent many hours trying to complete her geometry proofs. A cognitive interpretation of Maria's motivation is that Maria

A) knows a good grade will result in a reward from her parents.
B) is attempting to acquire understanding of how the different theorems work.
C) is trying to feel fulfilled in her accomplishment in order to raise her self-esteem.
D) wants her friends to be more likely to accept her than they have so far.

Question 7

Being interested in a task because the activity is enjoyable is what type of motivation?

A) Extrinsic
B) Intrinsic
C) State
D) Trait

Question 8

The concept of self-determination is an important influence in what view of motivation?

A) Behavioural
B) Cognitive
C) Humanistic
D) Social learning

Question 9

Maslow's hierarchy of needs has been criticized because

A) cognition plays a lesser role than the hierarchy acknowledges.
B) people frequently attend to needs in different orders than the hierarchy predicts.
C) survival needs receive too much emphasis relative to safety needs.
D) the hierarchy overemphasizes the role of reinforcement as a motivator.

Question 10

The type of learning goal that a person will be most motivated to reach is one that is

A) general in nature and moderately difficult.
B) general in nature and very difficult.
C) specific and moderately difficult.
D) specific and very difficult.

Question 11

In Maslow's hierarchy, what are the deficiency needs?

A) Belonging, survival, self-esteem, self-actualization
B) Survival, cognitive, belonging
C) Survival, safety, belonging, self-esteem
D) Belonging, cognitive, safety

Question 12

Ms. Jovanovic encourages her first graders to complete their reading assignment before lunch in order to receive a sticker. Which view of motivation influences her approach to the assignment?

A) Sociocultural
B) Cognitive
C) Social cognitive
D) Behavioural

Question 13

An "expectancy x value" theory would predict that motivation will necessarily be

A) close to zero if self-efficacy is low, regardless of goal value.
B) zero if either expectation to succeed or the perceived value of a goal is zero.
C) zero if only expectation to succeed and the perceived value of a goal are zero.
D) zero if self-efficacy and the perceived value of a goal are low.

Question 14

According to cognitive evaluation theory, which of the following classroom events is most likely to increase students' intrinsic motivation to learn?

A) Mrs. Hebert tells students they will receive demerits for talking during guided reading time.
B) Mr. Pace gives students one more day to work on their reports and warns them they will be penalized for late work.
C) Ms. Carlson writes the due date for science projects on the board and suggests that students transfer the information to their notebooks.
D) Mr. Dixon informs students of the new guidelines for the essay and makes sure all students copy the guidelines into their notebooks.

Question 15

On Sunday afternoon, Rick spent a couple of hours picking up discarded bottles and cans from a picturesque section of the wildlife refuge, even though he knew he would not get paid anything for his efforts. Rick's motivation is best described as being

A) attributed.
B) deferred.
C) extrinsic.
D) intrinsic.

Question 16

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

A) projected future outcomes and the reaction of peers.
B) social pressures and internal standards.
C) social pressures and acquired standards.
D) projected future outcomes and the value of goals.

Question 17

Each situation below represents a need in Maslow's hierarchy. Which of the following students demonstrates the most basic need that must be satisfied before any other?

A) Anne is not included in the "in group" of her class.
B) Dick wants to develop his artistic talents in music.
C) Chuck has been threatened by a neighbourhood gang.
D) Joy feels inferior but wants to be important.

Question 18

Which one of the following statements is the most accurate definition of motivation?

A) An inner state that arouses, directs, and maintains a person's behaviour
B) An inner state that causes a person to initiate an action
C) The level of involvement a person has in a chosen activity
D) The degree of persistence a person has toward completing an activity

Question 19

Doug's family is very poor, so he often goes to school with no breakfast and a very small lunch packet. According to Maslow's hierarchy of needs, Doug is failing his classes because what type of needs are not being met?

A) Aesthetic needs
B) Deficiency needs
C) Growth needs
D) Self-actualization needs

Question 20

Participation in communities of practice is emphasized by what theory of motivation?

A) Cognitive
B) Humanistic
C) Constructivist
D) Sociocultural

Question 21

Learning and information processing are influenced by reasoning and problem solving as well as by

A) cold cognition.
B) emotions.
C) involvement.
D) social interests.

Question 22

Students who are mastery-oriented will tend to hold what view of their ability?

A) Entity and stable
B) Entity and improvable
C) Incremental and improvable
D) Incremental and stable

Question 23

Which one of the following quotes exemplifies a learning or mastery goal?

A) "Accomplishing this should make me better prepared for Biology 101."
B) "If I master this material, I can have some free time."
C) "I'm going to go for the third assignment option, so that I can receive an A."
D) "Jason will be impressed if I can learn this laboratory procedure."

Question 24

Sara attributes failures to internal causes. Consequently, she is likely to blame her poor mark in science on her

A) bad luck.
B) lack of effort.
C) parents' pressures to succeed.
D) teacher's difficult tests.

Question 25

What type of belief do failure-accepting students have?

A) Expectation of failure
B) Expectation of mastery
C) High fear of failure
D) Low fear of failure

Question 26

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?

A) Ego-involved
B) Self-directed
C) Task-involved
D) Work-avoidant

Question 27

Students with performance goals as opposed to mastery goals are concerned primarily with

A) achievement motivation.
B) looking good in front of others.
C) bettering themselves in terms of skill competencies.
D) finishing tasks so that they can seek new challenges.

Question 28

According to attribution theory, feelings of high self-esteem such as pride are felt most strongly by those who attribute their successful actions to

A) external causes.
B) internal causes.
C) stable causes.
D) unstable causes.

Question 29

Pat believes that the reason for her success in reading is the effort she puts into it. Pat is reflecting what type of locus of control?

A) External
B) Internal
C) Stable
D) Transitional

Question 30

Sally sets unrealistically high goals for herself but is unsure about her abilities. Which of the following terms is most applicable to Sally?

A) Failure-accepting
B) Failure-avoiding
C) Mastery-elusive
D) Mastery-oriented

Question 31

As need for achievement increases in spite of fear of failure, what type of student will be motivated to learn?

A) Failure-accepting
B) Failure-avoiding
C) Mastery-oriented
D) Socially-oriented

Question 32

Anthony said, "I did well because I was lucky." The type of attribution being demonstrated is

A) external-stable.
B) external-unstable.
C) internal -stable.
D) internal-unstable.

Question 33

According to Covington and others, which one of the following would be the strongest indicator of whether an individual will be motivated to accept new challenges and risks?

A) Desire to avoid failure and seek social acceptance
B) Drive for achievement and an incremental view of ability
C) Need for achievement and an entity view of ability
D) Performance goals that are attainable

Question 34

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

A) Entity view of ability
B) External locus of control
C) Incremental view of ability
D) Performance goals

Question 35

The following teachers all assigned essay writing in their middle school English classes. Today they returned students' papers. Based on the following information, which of these teachers is most likely to have students who are motivated to set and pursue learning goals in the classroom?

A) Mr. Angelo returned the papers and complimented students on their essays. He said the class as a whole is submitting good work.
B) Mrs. Dominguez returned the essays and told the class they needed to write another draft. She said she knew they could do better work.
C) Mr. Lindsey returned students' essays and said they lacked interest. He reminded students of the standard and said the essays fell short of his expectations.
D) Ms. Compton returned the essays and asked students to compare this draft with their first draft to see how much progress they had made.

Question 36

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?

A) Marla believes her failure in the chemistry lab was caused by her lack of preparation.
B) Duke said he didn't study for the algebra test. He said he's just good at math.
C) Camille said she made the highest grade because she was lucky enough to get the easier version of the test.
D) Stan thinks he failed the literature test because he is not capable of understanding poetry.

Question 37

An entity view of ability is consistent with what type of goals?

A) Extrinsic
B) Intrinsic
C) Performance
D) Work-avoidance

Question 38

Whenever Matt appears to be having difficulty in completing his science laboratory work, Ms. Butterfield quickly offers to help him and encourages him to continue working. According to Graham (1991), Ms. Butterfield's behaviour is likely to result in Matt developing

A) an enhanced sense of self-efficacy.
B) an incremental view of his ability.
C) doubts about his ability.
D) external-unstable attributions.

Question 39

According to attribution theory, students who see the causes of their failures as internal and controllable will react to those failures by

A) assuming things will work out better in the future.
B) berating themselves for their failure.
C) exhibiting confusion and anxiety.
D) finding strategies to succeed the next time.

Question 40

Students who demonstrate "learned helplessness" are most likely to

A) believe that trying harder will improve their results.
B) find ways to attribute their failures to others.
C) focus on their failures and not seek assistance.
D) set easier goals next time in order to increase their chances of success.

Question 41

Ms. Castella instructs students to look for ways their writing has improved each grading period by comparing their recent best work to previous work. What aspect of the TARGET model is she using to increase student motivation to learn?

A) Allowing unbound choices
B) Authentic problem-based learning
C) Cooperative goal structures
D) Recognizing accomplishment

Question 42

Viewing a cause of failure as stable is likely to lower aspirations for future success.

Question 43

In addition to having specific attainable goals, and supportive social relationships, effective goal-setting in the classroom requires feedback, goal framing, and goal acceptance.

Question 44

Research exists to support the claim that students' emotions are related to their learning goal orientation.

Question 45

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

Question 46

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

Question 47

The following sentence is true about the relationship between motivation and cultural diversity.

A) When minority students have culturally relevant materials, they can be more motivated to learn, and teachers are more likely to hold their situational interest.
B) Some cultures raise children to be more motivated than others.
C) Regardless of cultural backgrounds, teachers can do little to "catch and hold" students' situational interest.
D) Students' life experiences really do not influence the learning process in important ways.

Question 48

According to the expectancy x value theory, motivation increases as expectancy of success and the value of rewards increase.

Question 49

Attribution theories of motivation describe how an individual's explanations, justifications, and excuses influence their motivation.

Question 50

Students who have performance goals are interested in improving their skills, no matter how awkward they may appear in the process.

Question 51

In order to increase positive achievement emotions and decrease boredom, a teacher should do all of the following EXCEPT

A) match the challenge of tasks to the students' skill levels.
B) use performance goal orientation to encourage students to focus on the outcome.
C) show enthusiasm for the subject and encourage students to enjoy working on the task.
D) allow students to choose among several activities that focus on the lesson content.

Question 52

When individuals are naturally interested in a particular activity, they are intrinsically motivated.

Question 53

One model explaining the debilitating effects of anxiety on achievement proposes that it is

A) attention being diverted from the learning task to a preoccupation with one's feelings.
B) conditioning in which negative reinforcement obtained from withdrawing from tasks strengthens the anxiety syndrome.
C) physiological arousal that limits bodily functioning to avoid the anxiety-producing situation.
D) social effects such as embarrassment for appearing ill at ease or for being too boisterous.

Question 54

Nearly all researchers agree that teachers should make learning fun for students in order to promote good learning.

Question 55

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."

Question 56

Young children are more likely to hold an entity view than an incremental view of ability.

Question 57

Maslow's approach to motivation is a humanistic view of motivation.

Question 58

Students with a mastery goal orientation are not afraid of failing.

Question 59

Students who hold a performance-approach goal orientation want to look good in the eyes of others.

Question 60

Weiner believes that there are two important dimensions that have important implications for motivation: (1) responsibility and (2) stability.

Question 61

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.

Question 62

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

Question 63

Goal structure refers to the amount of time students give themselves to complete the task.

Question 64

The natural tendency to engage in certain types of activities is called ________ motivation.

Question 65

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.

Question 66

Researchers suggest using work sheets and standard assignments for writing tasks with ethnic minority students rather than giving students writing tasks with cultural contexts.

Question 67

Ability is perceived as a stable, uncontrollable trait by people who adopt a(n) ________ view of ability.

Question 68

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

Question 69

Personal freedom, choice, intrinsic motivation, and self-determination are emphasized in ________ theories of motivation.

Question 70

The interest state that arouses, directs, and maintains behaviour is ________.

Question 71

Problem solving, emotional management, and avoidance are strategies that people use to cope with ________.

Question 72

In Maslow's hierarchy, the survival, safety, belonging, and self-esteem needs comprise the general category called ________ needs.

Question 73

Sharon believes if she is an outstanding soccer player she will be well liked by her peers. Thus, Sharon place a great amount of ________ value on playing soccer.

Question 74

Psychological and physical reactions causing a person to be alert, attentive, and wide awake is called ________.

Question 75

Students who focus on learning goals because they value achievement and see their ability as being improvable are said to be ________ students.

Question 76

High concern with how one looks to others is characteristic of people with ________ goals.

Question 77

Researchers have found that students who hold performance-avoidance goals are less likely to experience boredom or hopelessness.

Question 78

Students who come to believe that negative outcomes are uncontrollable and that one's efforts will result in failure have developed a condition called ________.

Question 79

Anxiety can interfere with attention, learning, and testing even at the same time.

Question 80

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