Deck 10: Goal Motivation

Question 1

Mindset theory of action involves

A) goal selection + planning for how to achieve the goal
B) goal selection only
C) planning for how to achieve the goal only
D) determining whether the goal can be achieved

Answer 1

A

Question 2

What goal characteristic does temporal range refer to? Temporal range refers to

A) the generality of a goal.
B) the immediacy or delay of the goal.
C) the difficulty level of a goal
D) the likelihood of achieving a goal.

Answer 2

B

Question 3

What is the effect of level of aspiration on goal motivation? The level of aspiration determines

A) the number of subgoals.
B) the specificity of a goal.
C) the level or difficulty of a person's goal.
D) a person's level of commitment toward a goal.

Answer 3

C

Question 4

The association of a goal with positive emotional feelings leads to __________ behavior and the association with negative emotional feelings leads to __________ behavior.

A) approach---approach
B) avoidance---avoidance
C) avoidance---approach
D) approach---avoidance

Question 5

How is valence related to goal motivation? Valence

A) means how much a goal is valued.
B) determines whether a goal is available for commitment.
C) refers to the number of people who are in pursuit of the goal.
D) refers to the subjective likelihood that the goal will be achieved.

Question 6

How does self-efficacy contribute to goal choice or goal achievement?

A) People choose goals in areas in which they possess low self-efficacy.
B) People choose goals in areas in which they possess high self-efficacy
C) Self-efficacy increases the effort discounting of goals.
D) Self-efficacy decreases the likelihood of goal achievement.

Question 7

Educational goals can consist of a high school diploma, junior college degree, or university degree. These educational goals from high school to university refer to what goal characteristic?

A) goal specificity
B) goal valence
C) goal level
D) goal efficacy

Question 8

What are the characteristics of role models that make them sources of goals?

A) Role models can inspire or motivate people.
B) Role models show what is possible for a person to achieve.
C) Role models exhibit the behavior that is necessary for achievement.
D) All of the above answers.

Question 9

What goal characteristic results in the greatest degree of goal-achievement behavior?

A) difficult rather than easy goals
B) avoidance rather than approach goals
C) extrinsic rather than intrinsic goals
D) do your-best goals rather than precise high-level goals

Question 10

What goal characteristic results in the most efficient form or most exact goal-achievement behavior?

A) extrinsic rather than intrinsic goals
B) precise rather than vague goals
C) difficult rather than easy goals
D) avoidance rather than approach goals

Question 11

Goal level is to goal specificity as

A) goal valence is to achievement valence.
B) goal procrastination is to goal discounting.
C) level of achievement behavior is to variability of achievement behavior.
D) variability of achievement behavior is to level of achievement behavior.

Question 12

What property or function do goals have? Goals have

A) a feedback function only.
B) an energizing function only.
C) a directive function only.
D) an energizing function + a directive function.

Question 13

A person might decide not to pursue a particular goal because the "goal is not worth it". This decision resulted from

A) effort discounting
B) delay discounting
C) efficacy discounting
D) goal shielding

Question 14

What term from expectancy value theory is not correct or is not part of the theory?

A) Expectancy = belief in likelihood that a goal can be achieved
B) Expected value = Value + Expectancy
C) Expected value = Value x Expectancy
D) Goal value = Importance, usefulness of a goal minus the cost of attaining the goal

Question 15

According to expected utility theory, on what basis does a person select a goal? A person selects a goal

A) that is the easiest to achieve.
B) that has the highest utility.
C) that has the highest probability of being achieved.
D) that has the highest utility X highest probability of being achieved. D

Question 16

Let us assume that you are faced with two prospects of winning money: A and B:
Prospect A is a 90% chance of winning $500. Prospect B is a 45% chance of winning $1000.
Expected utility theory predicts that individuals will be more likely to choose which prospect?

A) Prospect A
B) Prospect B
C) both Prospects equally

Question 17

Let us assume that you are faced with two prospects of winning money: A and B:
Prospect A is a 90% chance of winning $500. Prospect B is a 45% chance of winning $1000.
Prospect theory and the results of research cited in the textbook shows that individuals are more likely to choose which prospect?

A) Prospect A
B) Prospect B
C) both prospects equally

Question 18

Let us assume that you are faced with two prospects of losing money: A and B. Prospect A is a 90% chance of losing $500. Prospect B is a 45% chance of losing $1000.
Expected utility theory predicts that individuals will be more likely to choose which prospect?

A) Prospect A
B) Prospect B
C) both prospects equally

Question 19

Let us assume that you are faced with two prospects of losing money: A and B. Prospect A is a 90% chance of losing $500. Prospect B is a 45% chance of losing $1000.
Prospect theory and the results of research cited in the textbook shows that individuals are more likely to choose which prospect?

A) Prospect A
B) Prospect B
C) both prospects equally

Question 20

When do people avoid risks and when do people seek risks? People avoid risks for __________ and people seek risks for __________.

A) gains/gains
B) losses/losses
C) losses/gains
D) gains/losses

Question 21

Goal commitment refers to

A) becoming set and willing to expend effort to achieve a goal.
B) computing the difficulty level of the goal.
C) evaluating the valence level of a goal.
D) whether a goal is viewed as avoiding a loss or as a gain.

Question 22

A person can increase his/her commitment to a goal by

A) making certain that alternative goals are available.
B) telling significant others about his/her goal.
C) trying to lower the valence of the goal.
D) make certain her/his self-efficacy is low for the goal-achievement behavior.

Question 23

In a forward planning procedure and in a backward planning procedure, list all the steps necessary to adequately prepare for an exam. What planning procedure produces the most effort and best exam score?

A) Forward planning: more effort + better exam grades.
B) Forward planning: less effort + poorer exam grades.
C) Backward planning: less effort + better exam grades.
D) Backward planning: more effort + better exam grades

Question 24

Implementation intentions correspond to

A) if-then plans
B) evaluating various goals to pursue.
C) keeping on track to achieve your goal.
D) calculating the expected value of various goals

Question 25

What statement best describes the selfish goal hypothesis?

A) If time X arises, then goal achievement behavior follows.
B) Goals are only concerned with being achieved.
C) Goal valence determines whether approach or avoidance behavior occurs.
D) Goals elicit achievement behavior due to their past goal/behavior associations.

Question 26

The concept of perception-behavior link refers to what process?

A) Feedback is seen as either bringing a person closer or further away from his or her goal.
B) When a person visualizes a goal, it helps make the goal more precise.
C) A goal elicits the achievement behavior that is necessary to achieve that goal.
D) Stimuli in the environment elicit goals in a person's consciousness or awareness.

Question 27

How can goal achievement behavior be promoted or stimulated?

A) discount the value of the goal
B) procrastinate on the goal-achievement behavior
C) reduce the number of subgoals
D) make the goal-achievement behavior enjoyable

Question 28

An individual gets closer and closer to achieving her goal. How does her motivation change according to the to-go perspective and the to-date perspective?

A) increases---decreases
B) decreases-increases
C) no change---increases
D) decreases---no change

Question 29

How is progress toward a goal described in the to-go perspective?

A) How many competing goals a person has overcome toward achieving the final goal.
B) How much an individual has yet to achieve on the way toward achieving the final goal.
C) How much feedback a person has received.
D) How much an individual has already achieved on the way toward achieving the final goal.

Question 30

How is progress toward a goal described in the to-date perspective?

A) How many competing goals a person has overcome toward achieving the final goal.
B) How much feedback a person has received.
C) How much an individual has already achieved on the way toward achieving the final goal.
D) How much an individual has yet to achieve on the way toward achieving the final goal.

Question 31

Progress toward achieving a goal is based on _______________ the discrepancy between one's current state and goal state.

A) maximizing
B) keeping constant
C) increasing
D) decreasing

Question 32

Which of the following situations leads to the strongest or most persistent behavior regarding goal achievement? Most persistent goal-achievement behavior occurs when

A) trying to achieve subgoal plus a final goal.
B) trying to achieve a final goal.
C) trying to achieve a subgoal.
D) trying to achieve a "Do your best" goal.

Question 33

In which situation is achievement behavior the strongest? Achievement behavior is strongest when individuals have

A) subgoals that are only weakly related to achieving their final goal.
B) subgoals that are strongly related to achieving their final goal.
C) no subgoals on the way toward achieving their final goal.
D) a vague or unspecific final goal.

Question 34

When do subgoals have their strongest motivating effect on the goal-achievement process? Is the subgoal at the beginning, the middle, or at the end of the goal-achievement process?

A) in the middle of the goal-achievement process
B) toward the end of the goal-achievement process
C) early in the goal-achievement process
D) equally throughout the goal-achievement process

Question 35

What is the function of a subgoal for the achievement of a final goal?

A) A subgoal provides feedback about progress toward the final goal.
B) A subgoal provides more immediate motivation than does the final goal.
C) Subgoals are alternatives to the final goal.
D) Subgoals have the functions described in answers a and b.

Question 36

Goal achievement behavior results in goal achievement when

A) feedback is provided about progress toward the goal.
B) no feedback is provided about progress toward the goal.
C) subgoals are achieved after the final goal is achieved.
D) when achievement valence is absent.

Question 37

Goal valence is to achievement valence as

A) goal approach is to goal difficulty.
B) value of the goal is to satisfaction from achieving the goal.
C) framing of the goal is to likelihood of achieving the goal.
D) precision of the goal is to size of the goal.

Question 38

An action crisis refers to

A) subgoals that are not instrumental for reaching the final goal.
B) a low value attached to achievement valence and a low goal value attached to the goal.
C) uncertainty about goal pursuit because of set backs and doubts about self-efficacy.
D) renewed goal achievement behavior following goal failure.

Question 39

What are the usual consequences of failing to achieve one's subgoals?

A) A person's final goals are unaffected.
B) A person definitely abandons her final goals.
C) A person usually raises her final goals.
D) A person usually lowers her final goals.

Question 40

Goals have an energizing function and a directing function. What is meant by this statement?

Question 41

What are subgoals and what are the functions of subgoals?

Question 42

a. Describe the negative feedback loop using a household thermostat with a furnace and air conditioner as examples.
b. Apply this negative feedback loop to explain goal motivation.
c. How do goals translate into achievement behavior?

Question 43

What does expectancy value theory and expected utility theory describe?

Question 44

a. What is the reference point for goal achievement behavior in the to-go perspective and in the to-date perspective? And how is progress measured in each perspective?
b. As a person gets closer and closer to achieving her goal, why does her motivation increase in the to-go perspective but decreases in the to-date perspective?

Question 45

a. What is goal commitment and does it affect goal achievement?
b. Why is it important to maintain goal commitment?

Question 46

What is achievement valence? What is the consequence of goal success versus goal failure on setting the next goal?