Deck 11: Motivation and Perceptions of Self

Question 1

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

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

Answer 1

need for achievement.

Question 2

A teacher who wanted to use external rewards with students who were already highly interested in a topic would

A) provide students with positive feedback about their performance.
B) provide no rewards to students.
C) provide rewards only to the top 15 percent of students.
D) give large rewards to students for attempting to complete difficult tasks.

Answer 2

provide students with positive feedback about their performance.

Question 3

Crystal decides to take an accounting class even though she has a very weak computational background. While she is looking forward to the experience, she is also a little nervous. Kate, Crystal's friend, remarks, "Whew, you're crazy! I'd never take that class because I know I'd fail!" According to Atkinson, Crystal and Kate differ in their

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

Answer 3

need for achievement.

Question 4

Though you are a novice instructor you are certain that you would prefer to use the essence of a social learning theory approach to motivation in your classroom. Which of the following activities would best fit with this approach?

A) Place students in straight rows and minimize interaction so that they become intrinsically motivated.
B) Let students know that you accept them as they are and are willing to help them learn.
C) Allow students to roam freely and socialize in an effort to lessen anxiety.
D) Reinforce students who exhibit desired behaviors.

Question 5

Teachers who force students to compete with one another for a limited supply of rewards (as when they practice grading on the curve), are most likely to see which of the following outcomes?

A) No effect on students' motivation.
B) A decline in students' intrinsic motivation.
C) A strengthening of students' intrinsic motivation.
D) A temporary increase in intrinsic motivation followed by a decrease.

Question 6

A teacher who wanted to use external rewards to enhance intrinsic motivation would

A) give large rewards to students for attempting to complete difficult tasks.
B) provide rewards to all students who achieve a predetermined standard of excellence.
C) provide rewards only to the top 15 percent of students.
D) allow students to determine the standard of excellence.

Question 7

Tara has a high level of self-efficacy. Consequently, Tara will likely

A) choose a performance-avoidance goal when confronted by a novel or challenging task.
B) engage in self-handicapping behaviors.
C) credit her successes largely to effort.
D) use simpler learning skills.

Question 8

An excessive use of rewards may lead to

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 9

If you wanted to use a social cognitive theory approach to motivation, you would

A) arrange students in small groups for discussion.
B) encourage positive interpersonal relationships among students.
C) encourage students to imitate the behaviors of academically successful peers whom they admire.
D) present a provocative topic for discussion and try to get students actively involved in class.

Question 10

Atkinson believes that high-need achievers prefer

A) relatively easy tasks.
B) moderately challenging tasks.
C) exceptionally difficult tasks.
D) novel tasks, where chances of success are uncertain.

Question 11

Demetria says to her teacher, "You know what? I bet I have fifty mystery books at home, and I love reading them over and over again. Each time I read them, I catch some clue that I missed before. If I had more time, I bet I could read a new book every night! Wouldn't that be cool?" According to motivational theories, Demetria continues to read her books primarily because

A) of high intrinsic motivation.
B) it enhances her self-concept.
C) her mother will buy her more books.
D) she enjoys the approval of her teacher.

Question 12

Atkinson believes that low-need achievers prefer all but which one of the following tasks?

A) very easy tasks
B) lofty or high-minded tasks
C) very difficult tasks
D) moderately challenging tasks

Question 13

Ian's parents have noted that he studies longer and gets better grades when they and the teacher praise his efforts and accomplishments than when they simply acknowledge his good performance. This pattern suggests that Ian is motivated primarily by

A) intrinsic motivation.
B) extrinsic motivation.
C) a task mastery orientation.
D) growth needs.

Question 14

Students who have high levels of self-efficacy are likely to

A) be motivated to do whatever it takes to get the approval of teachers and parents.
B) engage in self-handicapping behaviors.
C) attribute their success to luck and help from others.
D) use a variety of advanced learning skills.

Question 15

According to the cognitive development theory of motivation

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 16

A behavioral psychologist would be most likely to recommend which of the following motivational techniques?

A) Present a provocative topic for discussion.
B) Give students bonus points when they complete an assignment.
C) Set up learning centers in the classroom.
D) Permit students to choose their own topics of study.

Question 17

Giving students good listener certificates would be consistent with which of the following views of motivation?

A) behavioral
B) cognitive
C) humanistic
D) social learning

Question 18

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

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

Question 19

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?

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 20

Which of the following most clearly illustrates extrinsic motivation?

A) an assignment worth ten bonus points
B) an optional assignment
C) a class discussion on a topic of your choice
D) a paper to be written about a personal experience.

Question 21

On the basis of current research, which of the following statements most accurately reflects the relationship between academic self-concept and achievement?

A) prior achievement may affect one's academic self-concept, and the current strength of one's academic self-concept may affect achievement.
B) academic self-concept affects achievement, but prior achievement does not affect one's academic self-concept.
C) prior achievement affects one's academic self-concept, but the status of one's self-concept does not affect achievement.
D) there is no relationship between these two characteristics.

Question 22

The state of flow has been associated with which of the following classroom conditions?

A) The teacher determines all learning activities and provides all the information students need to complete a learning task.
B) Learning tasks are perceived as challenging but manageable.
C) Learning tasks are broken down into small, easily manageable components.
D) Students take many short exams so they can monitor their progress.

Question 23

Which of the following best represents the kind of learning situation that would encourage a growth choice as defined by Maslow?

A) computer-based instruction
B) a difficult assignment that students can revise after receiving feedback
C) a true-false test involving a penalty-for-guessing factor
D) a series of progressively more difficult exams

Question 24

Research on the relationship between academic self-concept and achievement suggests that

A) there is no relationship between these two characteristics.
B) academic self-concept affects achievement, but prior achievement does not affect one's academic self-concept.
C) prior achievement affects one's academic self-concept, but the status of one's self-concept does not affect achievement.
D) prior achievement may affect one's academic self-concept and the current strength of one's academic self-concept may affect achievement.

Question 25

Self-esteem is based on __________, whereas self-concept is based on __________ .

A) domain-specific evaluations; a global evaluation
B) global evaluations; domain-specific evaluations
C) task-specific beliefs; emotional reactions
D) emotional reactions; a global description

Question 26

Miss Peters is interested in changing the faulty attributions of one of her students because she feels that these inaccurate beliefs are sabotaging the student's motivation. Research suggests that faulty attributions

A) can be changed fairly quickly if the right methods are adhered to consistently.
B) can be changed 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 students' existing cognitive structures.

Question 27

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

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.

Question 28

Research suggests that faulty attributions

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 29

The difference between personal interest and situational interest is best reflected by which of the following dichotomies?

A) lengthy versus temporary
B) strong versus weak
C) adaptive versus nonadaptive
D) useful versus nonuseful

Question 30

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

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 31

In terms of evaluating the utility of Maslow's theory, it is helpful if teachers recognize that

A) it is imperative that they help their students to fulfill all of their deficiency needs so that they can learn more effectively.
B) building students' self-esteem will allow them to feel more loved by significant others.
C) Maslow's theory can easily be applied in their classrooms.
D) they may not be able to satisfy all of their students' deficiency needs.

Question 32

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

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 33

Maslow believed that all but which one of the following statements are true of self-actualizing people?

A) Their deficiency needs have been met.
B) They tend to see beauty and goodness in the world.
C) They tend to regard humor as a necessary ingredient of a happy life.
D) Their growth need is solely determined by their status regarding deficiency needs.

Question 34

Mr. Varol, a middle school teacher, doesn't quite know what to make of Jacob, one of his high-achieving students. When Mr. Varol assigns a challenging in-class project that has to be completed within a certain time period and as part of a cooperative learning group, Jacob often ignores the efforts of the other members of his group and continues to work beyond the time limit. The behavior that Jacob exhibits under these conditions most likely reflects

A) a flow state.
B) a learning disability.
C) a behavior disorder.
D) poor classroom management by Mr. Varol.

Question 35

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?

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 36

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

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

Question 37

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

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 38

If you wanted your instructional activities to be consistent with current research findings on the relationship between academic self-concept and achievement, you would

A) let students strengthen their academic self-concept by discovering self-regulated learning skills and how to use them.
B) praise students for how well they have achieved your objectives.
C) teach students information processing and self-regulated learning skills.
D) praise students for how well they have achieved your objectives and teach students information processing and self-regulated learning skills.

Question 39

Justine has positive self-esteem and strongly believes that goodness and beauty exist in the world. In addition, she holds individuals with a strong sense of humor in high regard. According to Maslow, Justine may be satisfying her need for

A) self-actualization.
B) love and belonging.
C) self-esteem.
D) knowledge and understanding.

Question 40

If you were impressed by Maslow's diagram of a choice situation, and if you wanted to encourage growth choices by your students, the best procedure to follow would be to

A) use many assignments that are graded pass/fail.
B) give students progressively more difficult assignments.
C) permit students to take exams a second time.
D) reward students who complete assignments.

Question 41

How might incremental beliefs affect student motivation and behavior?

Question 42

Define and give an example of intrinsic motivation.

Question 43

Note the circumstances that can undermine intrinsic motivation.

Question 44

Note the main characteristics of personal interest and situational interest.

Question 45

Briefly explain motivation from a cognitive development perspective.

Question 46

What is meant by the term "flow"?

Question 47

Provide specific recommendations for increasing intrinsic motivation in the classroom.

Question 48

Describe what Atkinson means by a student's need for achievement.

Question 49

How can technology increase students' intrinsic motivation?

A) by using hypermedia and multimedia to make learning more interesting and relevant
B) by reinforcing appropriate student responses
C) by presenting information in small, memorable chunks
D) by placing all learning tasks in a fantasy setting

Question 50

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

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

Question 51

Describe the types of tasks preferred by low-need achievers.

Question 52

Note three potential disadvantages of the excessive use of external rewards.

Question 53

Explain why it may be problematic for teachers to apply Atkinson's theory of need for achievement in their classrooms.

Question 54

Briefly explain motivation from the perspective of social cognitive theory.

Question 55

Define and give an example of extrinsic motivation.

Question 56

Briefly explain motivation from the perspective of behavioral learning theory.

Question 57

Discuss three ways that a student's sense of self-efficacy can affect his or her motivation to learn.

Question 58

What conditions seem to enhance intrinsic motivation?

Question 59

Describe the types of tasks preferred by high-need achievers.

Question 60

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

Question 61

What are two things you might do to encourage your students to make growth choices?

Question 62

What are the deficiency needs in Maslow's hierarchy, and when are people motivated to satisfy them?

Question 63

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

Question 64

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

Question 65

Point out how the terms self-esteem and self-concept are similar but different and provide an example of each.

Question 66

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.

Question 67

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

Question 68

What is the likely outcome when a person's deficiency needs are not sufficiently met?

Question 69

Discuss ways that computer-based technology can be used in the classroom to support student motivation to learn. Include in your discussion the relevance of the terms intrinsic motivation, extrinsic motivation, behavioral theory, and cognitive theory .

Question 70

Does the use of computer-based technology tend to have a positive or negative impact on intrinsic motivation? Also, describe two reasons that technology has that impact on intrinsic motivation.

Question 71

What is self-actualization, and under what conditions is this need satisfied?