Deck 17: Interventions

Question 1

Consider a motivational accomplishment such as being highly engaged in schoolwork. Briefly explain how each of the following might play a key role in promoting that high level of engagement: needs, cognitions, emotions, environments, relationships.

Answer 1

NO ANSWER

Question 2

The adolescents in the experimental group from the Increasing a Growth Mindset intervention showed the following post-intervention benefit:
(a)greater classroom engagement
(b)greater mindfulness
(c)greater prosocial behavior
(d)greater positive emotions

Answer 2

C

Question 3

Consider a motivational problem like exercise procrastination or avoidance.
Briefly explain how each of the following might play a key role in alleviating or overcoming the procrastination or avoidance: needs, cognitions, emotions, environments, relationships.

Answer 3

NO ANSWER

Question 4

Focus on one motivational construct and design a brief intervention to help another person experience constructive motivation.Explain why your motivational intervention will likely work.

Question 5

Identify any one of the 17 items of wisdom identified at the conclusion of the chapter. With some reflection, explain what is so wise about the item you selected in terms of understanding or applying motivation and emotion.

Question 6

In the Promoting Emotion Knowledge intervention, researchers developed a program within the context of Head Start to deliver an "Emotions Course" and an "Emotion-Based
Prevention Program" to promote children's emotion knowledge.
The intervention results showed that:
(a)emotion knowledge increased for both control and experimental participants.
(b)emotion knowledge was greater for experimental participants than it was for control participants.
(c)there were no significant differences between control and experimental groups on emotion knowledge.
(d)both control and experimental groups evidenced lower levels of emotion knowledge.

Question 7

A(n) _________is a step-by-step plan of action to alter some existing condition.
(a)intervention
(b)experiment
(c)life plan
(d)goal

Question 8

In the Increasing a Growth Mindset intervention, researchers developed an intervention program to help adolescents endorse a growth mindset.Results of the intervention showed that after 3 weeks:
(a)the growth mindset increased for both control and experimental participants.
(b)the growth mindset was greater for experimental participants than it was for control participants.
(c)there was not significant difference between control and experimental groups on the growth mindset.
(d)both control and experimental groups evidenced lower levels of the growth mindset.

Question 9

The students of teachers in the experimental group from the Supporting Psychological Need Satisfaction intervention showed the following post-intervention benefit:
(a)greater classroom engagement
(b)greater mindfulness
(c)greater prosocial behavior
(d)greater positive emotions

Question 10

The students of teachers in the experimental group from the Promoting Emotion Knowledge intervention showed the following post-intervention benefit:
(a)greater classroom engagement
(b)greater goal striving
(c)greater mindfulness
(d)greater positive emotions

Question 11

In the Supporting Psychological Need Satisfaction intervention, 21 experienced middle and high school teachers implemented an Autonomy Support Intervention Program (ASIP). The intervention results showed that:
(a)autonomy support increased for both control and experimental participants.
(b)autonomy support was greater for experimental participants than it was for control participants.
(c)there were no significant differences between control and experimental groups on autonomy support.
(d)both control and experimental groups evidenced lower levels of autonomy support.

Question 12

According to the text, children with unsophisticated emotion knowledge are at risk of developing maladaptive behavior problems.Which of the following are included in the potential problems a child might develop?
(a)depression
(b)anxiety
(c)posttraumatic stress disorder
(d)aggressive behavior

Question 13

The textbook argues that a meaningful gap exists between theoretical understanding of a motivational phenomenon and success in practical application of that knowledge via the implementation of a successful motivational intervention.Why is this so, and what can practitioners do to narrow this theory-practice gap so as to offer successful and effective motivational interventions that improve people's lives?