Deck 5: Achievement Goals

Question 1

of the following is the type of goal a student actually adopts in an achievement situation?

A) Dispositional goal orientation
B) Attribution
C) Goal perspective
D) Motivational climate

Answer 1

C

Question 2

person's tendency to choose one type of goal (self-referenced or other-referenced) over another in an achievement situation is called which of the following?

A) Dispositional goal orientation
B) Attribution
C) Goal perspective
D) Motivational climate

Answer 2

A

Question 3

situational factors that lead a student to perceive that one type of goal is more important than the other is called which of the following?

A) Dispositional goal orientation
B) Attribution
C) Goal perspective
D) Motivational climate

Answer 3

D

Question 4

of the following is true about a student who is task involved?

A) If she has to use high effort, it diminishes her self-perceptions.
B) Her definition of ability is norm-referenced.
C) She wants to perform better than her classmates.
D) Her goal in physical education is to master or perfect a skill or task.

Question 5

effort and persistence, choosing moderately difficult tasks, high perceptions of control, and positive affect are typical of which type of students?

A) Ego-involved students, and task-involved students who believe they will perform well on tasks
B) Task-involved students, and ego-involved students who believe they will perform well on tasks
C) Ego-involved students only
D) Task-involved students only

Question 6

of the following is true about dispositional goal orientations?

A) A person can be only task or ego oriented, but not both
B) Children do not develop both dispositional goal orientations until about age 12
C) Children below age 7 tend to be ego oriented
D) Both A and C

Question 7

of the following is the inability to distinguish between effort and ability?

A) The approach view of ability
B) The avoidance view of ability
C) The differentiated view of ability
D) The undifferentiated view of ability

Question 8

of the following is true about the differentiated view of ability?

A) It is usually fully developed by age 12.
B) Ability is the same as effort.
C) People who try harder are believed to have higher ability.
D) Students with this view usually don't compare their performance to others.

Question 9

of the following is true of a reward structure in an ego-involving climate?

A) All students have equal opportunities to earn rewards.
B) Rewards are given for improving performance.
C) Recognition tends to be public.
D) All of the above are true.

Question 10

standards established for student learning and behavior, the means by which achievement of those standards is determined, and whether students receive information about their performance so they can improve refers to which structure in the TARGET learning environment?

A) Authority
B) Evaluation
C) Reward
D) Task

Question 11

of the following is true of the Task structure in a task-involving climate?

A) All students perform the same tasks.
B) Tasks are uniform.
C) Novel, higher order thinking and creative tasks are common.
D) All of the above are true.

Question 12

students are recognized for their progress and achievement refers to which structure in the TARGET learning environment?

A) Authority
B) Evaluation
C) Reward
D) Task

Question 13

of the following is true of the Grouping structure in an ego-involving climate?

A) Groups are homogeneous.
B) Groups are flexible.
C) Individual tasks are used when possible.
D) Some tasks use partners or small groups working cooperatively.

Question 14

of the following is an example of a task-involved approach goal?

A) Striving to perform better than others
B) Striving to not get beat by others
C) Striving to learn and improve oneself
D) Striving to avoid not improving one's performance

Question 15

is the main difference between approach and avoidance goals?

A) With approach goals students strive to achieve a positive outcome, whereas with avoidance goals students strive to avoid a negative outcome.
B) Approach goals exist only with task involvement, while avoidance goals exist only with ego involvement.
C) Avoidance goals result in high effort and persistence, whereas approach goals results in low effort and persistence.
D) Children are capable of setting approach goals by age 7, but they aren't capable of setting avoidance goals until age 12.

Question 16

Research on the motivational climate in physical education indicates which of the following?

A) Students can detect the difference between the two types of climates, but the climate established cannot change students' goal orientations.
B) Students can detect the difference between the two types of climates, and the climate established can change students' goal orientations.
C) Students cannot detect the difference between the two types of climates, and the climate established cannot change students' goal orientations.
D) Students cannot detect the difference between the two types of climates, but the climate established can change students' goal orientations.

Question 17

of the following is NOT a characteristic of flow?

A) A sense of control
B) Loss self-consciousness
C) Merging of action and awareness
D) It is typical of students with high ego orientation

Question 18

on research results, physical education teachers should be aware that __________:

A) females may have higher ego orientations and perceive higher ego-involving climates than males.
B) males may have higher ego orientations and perceive higher ego-involving climates than females.
C) females may have higher task orientations, but perceive higher ego-involving climates than males.
D) males may have higher task orientations, but perceive higher ego-involving climates than females.

Question 19

Students' beliefs about the causes of their level of success or performance in physical education refers to which of the following?

A) Their attributions
B) Their approach goals
C) Their avoidance goals
D) Their goal perspectives

Question 20

Research suggests that task involvement is more beneficial to students' affect, effort, and persistence in physical education than ego involvement, especially for what type of students?

A) Females
B) Students with disabilities
C) Students with low perceptions of ability
D) Elementary students

Question 21

of the following has been found to be true in research on students' attributions and goal perspectives?

A) Task involvement seems to result in more positive, controllable attributions than ego involvement, especially for students with disabilities.
B) Ego involvement seems to results in more positive, controllable attributions than task involvement, especially for students with disabilities.
C) Task involvement seems to result in more positive, controllable attributions than ego involvement, especially for students with low perceived ability.
D) Ego involvement seems to result in more positive, controllable attributions than task involvement, especially for students with low perceived ability.

Question 22

of the following has been found to be true in research on students' perceptions of teacher behaviors?

A) Ego involvement is associated with more positive student perceptions about teacher discipline, and the teacher treats boys and girls fairly.
B) Ego involvement is associated with less positive student perceptions about teacher discipline, but the teacher treats students of different skill levels fairly.
C) Task involvement is associated with less positive student perceptions about teacher discipline, but the teacher treats students of different skill levels fairly.
D) Task involvement is associated with more positive student perceptions about teacher discipline and the teacher treats boys and girls fairly.

Question 23

stations as a strategy to help establish a task-involving climate in physical education affects which TARGET structure in the learning environment?

A) Task
B) Authority
C) Reward
D) Time

Question 24

which games stage are skills practiced in combinations or in preparation for another skill?

A) One
B) Two
C) Three
D) Four

Question 25

According to Rink (2002), what two games stages are often skipped by teachers when teaching game skills?

A) One and Two
B) Two and Three
C) Two and Four
D) Three and Four

Question 26

Practicing dribbling alone while moving and changing hands, or serving a shuttle in badminton to the desired place on the court, are typical of tasks in which games stage?

A) One
B) Two
C) Three
D) Four

Question 27

alternative assessments in physical education addresses which TARGET structures in the learning environment?

A) Task and reward
B) Grouping and time
C) Authority and evaluation
D) Task and time