Deck 13: Development of Motivation and Self-Regulation

Question 1

Mr. Rawlins is faculty advisor for the high school service club. He attends every meeting but typically sits in the back of the room and says very little. He offers advice only if club members request it or if he thinks the club's planned activities are in some way inappropriate. In taking this approach, Mr. Rawlins is most likely to:

A) Reduce club members' interest in public service
B) Enhance club members' sense of self-determination
C) Decrease club members' ability to delay gratification
D) Encourage club members to have external attributions about their activities

Answer 1

B

Question 2

Only one of the following definitely illustrates high self-efficacy. Which one?

A) Amy knows she is a good singer.
B) Bertha swims the fastest butterfly on the swim team.
C) Carmen enjoys being with her friends.
D) Danielle recently got a score of 120 on an intelligence test.

Answer 2

A

Question 3

If you wanted to encourage kindergartners to delay gratification, you would be most likely to:

A) Tell them that how well they behave just before they go home is what really counts
B) Ask them to focus on how good it feels to do something nice for a classmate
C) Talk about how their learning efforts today will pay off in the years to come
D) Occasionally remind them that they will get a bigger reward by waiting a couple of hours

Answer 3

D

Question 4

Sam is at the mall with his friends. The other boys are playing video games, but Sam is just watching. Although Sam knows that playing video games is fun, he wants to save up his money to buy a computer. It is clear, then, that Sam:

A) Can delay gratification
B) Has an incremental view of ability
C) Responds to vicarious reinforcement
D) Prefers primary reinforcers over secondary reinforcers

Question 5

In previous years, 11-year-old Polly didn't do very well in school because of an undiagnosed hearing impairment that often made it difficult to understand what her teacher and classmates were saying in class. She now wears a hearing aid that enables her to hear human voices normally. Yet even when her sixth-grade teachers are certain she has the ability to complete an assigned classroom task, Polly is reluctant to do it, saying "I can't!" or simply procrastinating so much that it is impossible to complete the task in the allotted time. Simple efforts to motivate Polly, such as promising her free time to play her favorite video game on the class computer, rarely entice her into trying very hard. Which one of the following is the most likely explanation for Polly's apparent lack of motivation?

A) Polly has missed the critical period for motivation, a three-year "window" in early childhood when intrinsic motivation emerges.
B) Polly is the victim of internalized motivation.
C) Physical disabilities tend to interfere with children's intrinsic motivation to learn.
D) Polly's has a low self-efficacy for accomplishing classroom tasks.

Question 6

Ms. Smythe keeps Eric after school whenever he swears in class. Even though Eric has been kept after school each day for the past three weeks, his swearing has increased rather than decreased. Given what we know about the effects of punishment on behavior, Ms. Smythe should probably conclude that:

A) Her punishment is only temporarily suppressing Eric's swearing.
B) The punishment is too severe.
C) Eric's swearing will decrease eventually.
D) Staying after school is reinforcing for Eric.

Question 7

Bill's behaviors in Ms. Kennedy's class are really distracting to other students. For example, he whispers to the boy beside him when Ms. Kennedy is giving directions on how to do an assignment. He flings paper clips at a girl across the room. He makes strange grunting noises that a few classmates find amusing. Ms. Kennedy glares at him or admonishes him whenever he behaves in a distracting way, yet his inappropriate behaviors are increasing rather than decreasing. Which one of the following interpretations best explains why Bill's behaviors are increasing?

A) Ms. Kennedy is reinforcing him for the distracting behaviors.
B) Ms. Kennedy is punishing him for the distracting behaviors.
C) Bill is gaining vicarious reinforcement from the other students.
D) Bill is incapable of delaying gratification.

Question 8

Three of the following concepts reflect some degree of intrinsic motivation. Which one does not?

A) disequilibrium
B) personal interest
C) situational interest
D) vicarious reinforcement

Question 9

Which of the following statements most clearly illustrates self-efficacy?

A) Misha really enjoys listening to rap music.
B) Misha believes he can do well in his chemistry class if he studies hard.
C) Misha is such a warm, outgoing young man that he is quite popular with his peers.
D) Misha thinks he gets poor grades in his French class because his teacher doesn't like him.

Question 10

Which one of the following statements best describes vicarious reinforcement?

A) Anticipating future reinforcement
B) Receiving reinforcement after behaving inappropriately
C) Watching someone else receive reinforcement for a behavior
D) Remembering reinforcement that one has previously received

Question 11

Which one of the following children is displaying extrinsic motivation?

A) Roxanne wants to be an accountant because she likes working with numbers.
B) Brad wants to be a veterinarian because he loves animals and wants to help them.
C) Elbert wants to become a professional football player so others will admire him.
D) Donnetta wants to become an actress because she thinks acting is fun.

Question 12

Curtis works hard at school because he knows it will lead to good grades, praise from his mother, and money from his father. It is clear that _______ are effective with Curtis.

A) primary reinforcers
B) situational interests
C) vicarious reinforcers
D) secondary reinforcers

Question 13

Which one of the following students is most likely to have a sense of self-determination?

A) Emilio is trying to memorize the spelling words his teacher has assigned for this week.
B) Much to his surprise, Rolando is enjoying the novel his English literature teacher has assigned.
C) Lorenzo has chosen to write a report about tornadoes and wants to be a storm chaser when he grows up.
D) Salvatore reluctantly agrees to research Italy's imports and exports only because no one else in his cooperative learning group wants the topic.

Question 14

Which one of the following is a primary reinforcer?

A) A penny
B) A hundred dollars
C) A glass of water
D) Praise

Question 15

Good grades are reinforcing to some children but not to others. Someone explaining this fact from an operant conditioning perspective would say that good grades are most likely to be reinforcers to children who:

A) Have been told that good grades can help them get a scholarship
B) Have previously associated grades with other reinforcers
C) Come from middle-socioeconomic backgrounds
D) Have never received a grade above C

Question 16

Primary reinforcers are stimuli or events that:

A) Satisfy biologically built-in needs
B) Become especially effective after puberty
C) Work only with students in the lower elementary grades
D) Are effective only when presented before the desired response

Question 17

Listed below are four reasons why children might not want to take their schoolwork seriously or to try very hard to succeed at classroom tasks. Which one of these reasons is consistent with the concept of self-efficacy?

A) Anthony is more interested in horsing around with his friends.
B) Bernice is so anxious in the classroom that she can't think clearly.
C) Carol doesn't think she has the ability to do the work successfully.
D) Danny thinks his teacher doesn't like him.

Question 18

The basic idea underlying operant conditioning is that:

A) Children learn behaviors primarily through repetition.
B) Children's behaviors are affected by the consequences that follow them.
C) Children are naturally curious about the world and want to know more about it.
D) Children are motivated to behave in ways that enable them to feel good about themselves.

Question 19

Which one of the following examples illustrates vicarious reinforcement?

A) Alice notices that her friend Ellen gets extra attention from the teacher when she acts helpless. Alice begins to act helpless as well.
B) Bill knows that he will get a higher grade if he turns in a research paper that is typed rather than handwritten, but he turns in a handwritten paper anyway.
C) Connie sees her friend Maria scolded for chewing gum in class. She quickly takes her own gum out of her mouth.
D) David sees how Justin gets good grades when he works hard on his mathematics homework, but David doesn't want to work that hard.

Question 20

Which one of the following adolescents is displaying intrinsic motivation?

A) Annette loves to play the viola and so practices for at least an hour every day.
B) Bob works hard in his classes because his parents have promised to buy him a car if he gets at least a 3.5 grade-point-average this year.
C) Cassie does her math homework faithfully every night because she likes her teacher and wants to please him.
D) Dennis takes physics because he wants to become an engineer and make a lot of money.

Question 21

Enrique is talking about his experiences in painting class. "At first I had a hard time keeping the paint from running a lot. But the other kids had trouble too, so I didn't feel too bad. Pretty soon I was making some of the best paintings in class. I am better than all of the other boys and most of the girls. The teacher says I am quite talented at painting." From his comments, it is clear that Enrique has a:

A) core goal
B) social goal
C) mastery goal
D) performance goal

Question 22

Three of the following children have social goals. Which one does not necessarily have a social goal?

A) Robert is eager to learn everything he can about terrorists and their personalities.
B) Harry works tirelessly to collect toys for children at a local homeless shelter.
C) Jasmine works hard to keep a promise she made to her parents.
D) Mikaela has her hair done so she'll look nice at the school dance.

Question 23

When Scott was first learning how to write, he wrote quickly and sloppily, without regard for how his papers looked. But his teachers praised him regularly for writing carefully and legibly, and eventually he began to pride himself on his neat and careful handwriting. This transition can best be described as:

A) Acquisition of an external attribution
B) Development of internalized motivation
C) Development of situational interest
D) Development of extrinsic motivation

Question 24

The four children below are all learning how to play the piano. Which one of them best illustrates the role of value in motivation?

A) Angie takes piano lessons mainly because her parents insist that she does.
B) Beth thinks her teacher asks her to play pieces that are too hard for her.
C) Constance thinks she can impress her friends by playing well.
D) Dena is afraid of how embarrassed she'll be if she makes a mistake.

Question 25

Sixteen-year-old Denzel is complaining about a lengthy research paper his English teacher has just assigned. "Honestly, I'd like to do a good job on this paper. But the timing is the pits. It's the beginning of baseball season, and the coach is counting on me to be back-up pitcher, so I really need to practice. I'm also trying to get my dad's old car in shape so I can use it when I get my license next month." Denzel's comments best reflect which one of the following principles?

A) Youngsters often need to juggle multiple goals.
B) Many youngsters have a core goal that drives much of what they do.
C) Intrinsic motivation to master academic subject matter tends to decline in adolescence.
D) Teenagers often have difficulty making the transition from elementary school to secondary school.

Question 26

Which one of the following children exhibits personal interest rather than situational interest?

A) Jennifer is puzzled when a peeled hardboiled egg is suddenly sucked into a bottle after the teacher lights a fire inside the bottle.
B) Trent wonders what the girl in the seat beside him is giggling about.
C) Riley can't wait to find out what's in the big cardboard box his teacher has brought to school today.
D) Victoria loves ballet and wants to become a ballerina when she grows up.

Question 27

Catalina is talking about her experiences in pottery class. "At first I had a really hard time getting the clay centered on the wheel. Then I'd finally get it centered, but the pot would collapse when I tried to pull the walls up. (She laughs.) It was really frustrating, but I just kept practicing over and over. I am doing better now than I did at the beginning of the semester." From her comments, it is clear that Catalan has a:

A) core goal
B) social goal
C) mastery goal
D) performance goal

Question 28

In adolescence, _______ is increasingly replaced by _______ as a basis for choosing activities.

A) intrinsic appeal; future usefulness
B) personal interest; situational interest
C) self-efficacy; sense of self-determination
D) internalized motivation; personal interest

Question 29

Which one of the following teenagers has situational interest rather than personal interest?

A) Adam finds the Guinness Book of World Records on the shelf and is intrigued by the strange people it describes.
B) Blaine can't think of anything he'd rather do than play Dungeons and Dragons with his friends.
C) Chuck spends every Saturday and Sunday working on the 1951 Chevy in his garage.
D) Dave loves to snorkel and hopes to major in marine biology in college.

Question 30

Which one of the following children clearly has a performance goal rather than a mastery goal?

A) Anne Marie persists when she encounters a difficult mathematics problem.
B) Bart practices the song he will need to sing in his audition for the school choir.
C) Christina always does more than her teacher requires.
D) Devon is bored by easy assignments.

Question 31

Virginia is 6 years old. Georgia is 16 years old. Both girls like figure skating, but neither is a very good skater. Given developmental trends in attributions, we can predict that Virginia is more likely than Georgia to believe that:

A) Good skating is all a matter of luck.
B) She has little chance of ever skating professionally.
C) She can become an excellent skater if she continues to work at it.
D) Professional skating is beyond the reach of all but a few very talented individuals.

Question 32

Liam believes that a person's ability can increase through hard work and persistence. Liam holds an _______ view of ability.

A) entity
B) efficacy
C) attributional
D) incremental

Question 33

Karen often finds the material in her anatomy class confusing and difficult to understand, yet she continues to work hard at mastering it because she knows it will be important for her future career in medicine. If you consider the four steps through which internalized motivation proceeds, then Karen is at least at the _______ step in the process.

A) external regulation
B) introjection
C) identification
D) integration

Question 34

Three of the following may partly explain why many youngsters have less intrinsic motivation to master school subject matter as they get older. Which one is not a likely explanation?

A) They find classroom tasks repetitive and boring.
B) As assignments get more challenging, their self-efficacy may decrease.
C) The heavy focus on getting good grades undermines their sense of self-determination.
D) By its very nature, advanced academic subject matter evokes little or no situational interest.

Question 35

Eight-month-old Gabriel reaches for one of his mother's long, dangly earrings and gets quite upset when she won't let him grab it. Gabriel's behavior reflects which one of the following principles?

A) Children's behavior is often goal-directed.
B) As children get older, they begin to acquire personal interests.
C) Children tend to form external attributions about their failures.
D) Many children increasingly internalize other people's values.

Question 36

In which one of the following situations is a youngster attributing failure to a stable and uncontrollable factor?

A) Jason tells himself that he failed the last history test because the substitute teacher constructed a bad test. He expects to do better when his regular teacher returns from maternity leave.
B) Kami tells herself that she is getting low grades in math because, like her mom, she just isn't any good at math.
C) Lana thinks that she didn't make the school dance squad this year because she didn't practice enough. She vows to do better next time.
D) Marley believes she is having trouble in music because she has been absent the last two weeks. She knows she'll have to work extra hard to catch up to her class.

Question 37

Which one of the following is the best example of a student attributing success to an internal factor?

A) Nita has just gotten an A on her final exam in world history and is feeling very grateful to the teacher for her good grade.
B) Polly's teacher has just told her that she will be the group leader for her reading group next quarter. Polly is glad her teacher is in a good mood today.
C) Renata has just gotten a good grade on her math test and is glad that her mother got her a math tutor.
D) Sue Ellen has just gotten a good grade on her geography test. She is proud that she did so well and glad that she studied hard.

Question 38

Which one of the following is the best example of a youngster with a core goal?

A) Henry wants to find a date for the high school prom.
B) Miriam has always tried hard to do well in school.
C) Morris is looking desperately for something to drink after running practice.
D) As the school bus waits outside, Linda looks around desperately for the homework assignment that is due today.

Question 39

Which one of the following children definitely has a mastery goal rather than a performance goal?
A) Andrea is in the pool each day at 6:00

A)m.; she's set her sights on an Olympic gold medal in swimming.
B) Brandon wants to please his parents by doing well in school.
C) Claude studies science so he can understand what makes things "tick."
D) Darlene never asks questions in class because she's afraid she'll look stupid.

Question 40

When 12-year-old Jonathan goes out for the middle school cross-country team, he discovers that he's the slowest runner on the team. After three weeks of daily practice with the team, his speed and endurance improve little if at all. Given what we know about the development of value in children's motivation, we can reasonably guess that Jonathan will:

A) Value cross-country running more than he has previously
B) Value cross-country running less than he has previously
C) Value running more only if his coach encourages him to "stick it out" for a while
D) Try to convince his teammates that he's a better runner than he really is

Question 41

Which one of the following children is most likely to be attributing something to an internal and uncontrollable factor?

A) Three-year-old Angelica says, "Mommy, can you kiss my boo-boo and make it feel better?"
B) Seven-year-old Burt can't remember his basic addition facts even though he practices them every night. "The other kids know them by heart," he moans.
C) Ten-year-old Charlotte says, "I'm going to keep practicing my ballet. I want to dance in 'The Nutcracker' when I'm in high school."
D) Fourteen-year-old Dennis blames his teacher for writing "picky" questions when he fails a geography test.

Question 42

Which one of the following teachers is most likely to promote intrinsic motivation in his or her students?

A) Mr. Albert promises his students that if they all finish their short stories by Friday morning, he will give them a half an hour of free time on Friday afternoon.
B) Ms. Benedetti describes events in history so vividly that her students are captivated during the entire lesson.
C) Ms. Carlsen tells students in her algebra class that she is extremely disappointed in their performance on the last test.
D) Mr. Davidow sends "good news" letters home to parents whenever students have a B average or better.

Question 43

Eileen is reluctant to go out for the school soccer team. Her parents want to enhance her self-confidence about becoming a successful soccer player. Keeping the concept of attributions in mind, the best thing the parents can say to Eileen is:

A) "Some people are just naturally good soccer players, and we've seen signs that you're probably one of them."
B) "The game of soccer is largely a matter of luck. Some days are good ones and some days are bad. You just never know how things will go."
C) "Skill in soccer is totally a function of how hard you work at the game."
D) "You have some natural athletic ability, and practice will make you even better."

Question 44

Students have just done well on what was obviously an easy assignment. If their teacher praises them for their success, they are likely to:

A) Have high self-efficacy for academic tasks
B) Conclude that they have low ability
C) Develop a mastery orientation
D) Exert more effort next time

Question 45

A police officer visits Ms. Duhaime's preschool class one morning to talk about safety precautions at home and on the street. The children listen quietly and attentively while the officer speaks. At the end of the visit, the officer and teacher agree that the children's good behavior warrants some kind of reinforcement. Given what we know about effective reinforcers at different age levels, their best choice would be:

A) An official-looking "good behavior" certificate given at the school's award ceremony the following week
B) Plastic toy police "badges" handed out just before the officer leaves
C) A letter home to parents describing the children's good behavior
D) Twenty minutes of free time at the end of the day

Question 46

A high school auto mechanics teacher wants to increase his female students' self-efficacy for mastering simple car maintenance procedures. He can best do this by:

A) Presenting a film that shows an experienced auto mechanic at work
B) Describing how easily he learned these things when he was their age
C) Having the students read a book with clear, step-by-step instructions for changing the oil and the air filter
D) Having the students watch other girls successfully change the oil and the air filter

Question 47

Which one of the following statements is most consistent with the textbook's recommendation for describing classroom rules and procedures?

A) "You should always do your math homework on wide-ruled paper and make sure your answers are lined up in rows that are easy for me to grade."
B) "When you write your compositions, remember that I can read what you've written more easily and can give you more useful feedback if you write clearly."
C) "Remember to do your own work on this assignment. This is not like the cooperative activity we did yesterday."
D) "Tomorrow you should bring in a newspaper or magazine article about one of the countries we are studying in current events this week."

Question 48

Three of the following strategies should promote children's motivation in the classroom. With the textbook's discussion of motivation in mind, choose the strategy that is least likely to motivate youngsters to learn and achieve.

A) Mr. Allen has the students in his history class act out an important event in the nation's history.
B) Ms. Bright says, "I find European history absolutely fascinating. Let me show you some reasons why."
C) Ms. Carmichael says, "I'm sorry you didn't do well on the exam. Better luck next time."
D) Mr. Davis says, "Look at how your handwriting now compares to your handwriting last fall. Thanks to your hard work, you've really improved!"

Question 49

Tim and Sally are seventh graders at a school science fair. They both receive As on their science projects. Considering gender differences in children's attributions, how are the two students likely to explain their good grades?

A) Tim will think, "I got an A because I'm really good in science." Sally will think, "I got an A because I worked really hard on my project."
B) Tim will attribute his A to his many nights of hard work. Sally will think, "I got an A because I'm good in science."
C) Tim will think that he is lucky when it comes to projects like this. Sally will think that she succeeded because her father is a scientist and she inherited his ability.
D) Tim will think, "My project got an A because I had a lot of help from my friends." Sally will think, "I got an A because I'm smarter than the other kids."

Question 50

Below are four instances of negative feedback. Other things being equal, which statement is most likely to promote high self-efficacy?

A) "Your quiz score is the lowest one in the entire class, Bill. I want you to see if you can do better than at least half of your classmates next time."
B) "The German Club should be embarrassed about the mess it left in the cafeteria after school yesterday. Do you want the rest of the school to think that German Club members are slobs?"
C) "I'm not pleased with the projects that you students turned in yesterday. You should be ashamed of yourselves for not taking the assignment more seriously."
D) "I know you have the ability to write a better essay than this, Janet. Let me give you some suggestions about what you might do differently next time."

Question 51

Which one of the following teacher statements reflects an entity view of ability?

A) "Phoebe is one of the brightest students I know."
B) "If you keep practicing something, you'll get better at it."
C) "The more you know about a topic, the more quickly and easily you can learn new things about it."
D) "If at first you don't succeed, try, try again."

Question 52

Other things being equal, which one of the following goals is most likely to be effective in motivating a 10-year-old to study academic subject matter?

A) Mastering the week's spelling words
B) Maintaining a 4.0 GPA throughout the high school years
C) Becoming a reporter for a national news channel such as CNN
D) Shooting for admission to a local community college rather than a prestigious and highly selective private college

Question 53

The four statements below all involve evaluating a student's essay. Which one is most likely to preserve the student's sense of self-determination?

A) "Your essay is so good that I want you to submit it to the statewide essay contest."
B) "This essay has the variety of sentence structures that I like to see in my students' writing."
C) "In evaluating your essay, let's apply the four criteria you and your classmates identified last week for critiquing written work."
D) "This essay follows the guidelines I gave the class last week. You should definitely include it in the portfolio you're creating for this class."

Question 54

Three of the following statements are consistent with the textbook's recommendations regarding the effective use of reinforcement to motivate children. Which statement does not reflect the textbook's recommendations?

A) Make sure all children have a reasonable chance of earning reinforcers.
B) Point out that a reinforcer shows that a child has made considerable progress.
C) Use concrete reinforcers even when children are intrinsically motivated to learn.
D) Teach children strategies that can help them wait patiently for reinforcers that will be given later in the day or week.

Question 55

Which one of the following alternatives best describes differences between children with a mastery orientation and children with learned helplessness?

A) Children with a mastery orientation expect that they will have to work extremely hard to master new tasks. Children with learned helplessness usually overestimate their abilities.
B) Children with a mastery orientation set easily attainable goals and become frustrated when they don't attain those goals effortlessly. Children with learned helplessness set goals that are almost impossible to attain.
C) Children with a mastery orientation attribute their successes to external, uncontrollable factors. Children with an attitude of learned helplessness attribute failures to internal, controllable factors.
D) Children with a mastery orientation set high goals and seek challenges. Children with learned helplessness underestimate their ability and set low goals.

Question 56

A student who has developed learned helplessness about his or her spelling ability is most likely to say which one of the following?

A) "I have to work harder than my friends to learn to spell."
B) "I can learn how to spell words correctly without even trying."
C) "No matter how much I study words, I can't remember how to spell them."
D) "I would learn to spell eventually, but it's not worth the time it would take to do so."

Question 57

A middle school teacher wants to motivate his students to learn classroom subject matter. Considering the age range of the youngsters in his classes, which one of the following strategies is most likely to be effective?

A) Incorporate small-group work into each week's lessons.
B) Display the work of the best students so that others can shoot for similar levels of performance.
C) Award points for high achievement and good behavior, with the three students earning the most points getting an end-of-semester prize.
D) Regularly remind students of his classroom rules so that students' behavior doesn't get out of control and interfere with instruction.

Question 58

When 14-year-old Valerie discovers that she's gotten an A on yesterday's assignment, she expresses pride to her teacher and explains that she worked very hard on it. On the way home from school, however, she tells her friends that she didn't put much effort into the assignment at all and so was lucky to get a high grade. How can we best explain Valerie's conflicting statements?

A) She suspects that her friends have mastery goals rather than performance goals, and she is trying to go along with the crowd.
B) She knows that her teacher is more likely than her friends to have an entity view of ability, and she tailors her explanations accordingly.
C) She knows that her teacher values hard work but that her friends do not, and she tailors her attributions accordingly.
D) She has internalized the importance of working hard at school.

Question 59

Three of the following teaching strategies should promote intrinsic motivation in the classroom. Which one will not?

A) Giving students occasional choices about how to accomplish classroom objectives
B) Having students act out scenes from a play or novel they are reading
C) Reminding students how important their grades will be when they apply to college
D) Showing how scientific principles explain puzzling phenomena in children's lives

Question 60

Three of the following statements accurately describe ethnic group differences in motivation. Which statement is false?

A) Compared to their classmates raised in mainstream Western culture, students from Asian cultures are more likely to attribute school success to hard work.
B) On average, Asian students are more concerned about getting good grades than students from other ethnic groups.
C) Some African American students have a sense of learned helplessness about their ability to achieve school success, perhaps because of prior experiences with racial discrimination.
D) On average, children in African American families are given more autonomy than children in other ethnic groups.

Question 61

Three of the following students show warning signs of being at risk. Which student is least likely to be at risk?

A) Ann never stays after school for extracurricular activities, and she seems to have no friends at school.
B) Barbara is so busy with student government, cheerleading, and varsity sports that her grades have gone from As to Cs and Ds.
C) Carol is fourteen years old and still in sixth grade, so she has little in common with her classmates.
D) Donna has gotten low achievement test scores since elementary school.

Question 62

Fifteen-year-old Aneesh loves building models of antique cars from kits he buys at the local hobby shop. He prides himself on his close attention to detail and meticulous workmanship. Without any assistance or encouragement from his parents, he makes sure to put every piece in its proper location, wipes off any excess glue so that all surfaces are clean and smooth, carefully applies the decals in the exact spots they need to be, and so on. "I'm a really careful guy," he says, "and my work reflects on my skill as a model builder." If we apply the four steps that characterize internalized motivation to Aneesh's self-regulation in model-building, we would say that he is at the _______ step.

A) external regulation
B) introjection
C) identification
D) integration

Question 63

Three of the following strategies are likely to help students at risk stay in school. Which one is unlikely to do so?

A) Have them practice using basic skills in areas of personal interest.
B) Seek their input in making decisions about school policy and classroom rules.
C) Discourage them from participating in extracurricular activities so they can focus on getting their grades up.
D) Communicate your expectation that they can do well and that you will help them achieve instructional objectives.

Question 64

Several students in Mr. Samber's class have trouble keeping themselves on task during independent seatwork assignments. Mr. Samber gives each of these students a piece of paper on which they are to make a check mark every time they find themselves doing something other than their assignment during seatwork time. Mr. Samber is applying which one of the following concepts?

A) Vicarious punishment
B) Extrinsic motivation
C) Primary reinforcement
D) Self-monitoring

Question 65

Tim often comes to school wearing sandals instead of sneakers on days that he has physical education. He is getting angry with himself regarding his chronic
Forgetfulness about appropriate footwear. His teacher suggests that he treat himself
To an hour of television at home only on days when he has remembered to wear
Sneakers. Tim's teacher is suggesting that Tim use:

A) Self-monitoring
B) Self-reinforcement
C) Vicarious reinforcement
D) Secondary reinforcement

Question 66

Three of the following homes should promote self-regulation in the children that live there. Which home is least likely to promote self-regulation?

A) Six-year-old Maria's mother sometimes asks her if she would go next door to borrow a cup of sugar from a neighbor. "You can stay and talk for a few minutes," she says, "but don't forget that I can't finish these cookies until you return."
B) Nine-year-old Ginny's parents often seek her input on family decisions, although they ultimately have the final say on what the family does.
C) Twelve-year-old Mark's parents let him do whatever he wants as long as he tells them where he's going.
D) Fourteen-year-old Manny often sees his mother writing the novel she's always wanted to write. "I'd love to watch TV like you are," she sometimes tells him, "but I'll be happier if I finish at least two more pages tonight."

Question 67

Which one of the following descriptions best reflects how educators typically define students who are at risk of dropping out of school?

A) Students with a strong probability of becoming long-term substance abusers
B) Students who show a pattern of criminal-like behavior by the age of fourteen
C) Students who have had numerous encounters with the criminal justice system
D) Students unlikely to acquire minimum academic skills

Question 68

Which one of the following strategies is most likely to help children become more self-regulating?

A) Mr. Adams knows that many students have trouble learning algebra. He spends the first few weeks of class having students engage in activities that will make algebraic concepts concrete and understandable.
B) When assigning a lengthy research project, Mr. Barnett advises his students to break the project down into a number of smaller tasks and then to give themselves a treat after they complete each one.
C) To build endurance, Mr. Caruthers asks his physical education students to run progressively longer distances each week.
D) Mr. D'Amato asks his students to look in a mirror and write a poem about what they see.

Question 69

Three of the following teaching strategies should help children become more self-regulating. Which one will not?

A) Ms. Alexander encourages Andy to set a target for himself regarding the number of sit-ups he will be able to do by the end of the month.
B) Mr. Bottenberg teaches Beth to reinforce herself whenever she gets her homework done on time.
C) Ms. Carlson asks Craig to make a check mark on a piece of paper whenever he finds himself talking out of turn.
D) Mr. D'Angelo asks a teacher aide to keep a close eye on Darlene and, when necessary, to remind her to stay on task.

Question 70

Until recently, Hope has had a consistent record of high achievement in all areas of the school curriculum. Now, at the beginning of junior high school, her self-confidence has fallen dramatically. Mr. Lester, her science teacher, sees signs of intelligence lurking under the surface but doesn't know why Hope's self-esteem is dropping. He consults with her math teacher, Ms. Arons, who says, "Hope didn't do very well on the pretest I gave her, so I've been going easy on her and trying not to push her too hard." Drawing on the discussions of sense of self and motivation in Chapter 13, speculate on at least two different reasons why Hope's self-esteem has dropped.

Question 71

Three of the following statements describe developmental trends in self-regulation that researchers have observed. Which statement is not necessarily consistent with researchers' findings?

A) Absent-mindedness largely disappears.
B) Self-evaluations become more frequent.
C) Emotional reactions become more restrained.
D) External rules and restrictions become internalized.

Question 72

Three of the following are examples of self-regulation. Which one is not a good example of self-regulation?

A) A child tries hard to earn the reinforcer his teacher has told him he will get for good behavior.
B) A child reminds herself in a whisper that she should raise her hand before speaking in class.
C) A child thinks, "I paid better attention in class today. I'm going to reward myself by watching television when I get home from school."
D) A child keeps track of the number of times he's gone to the pencil sharpener in a single day.

Question 73

Fourteen-year-old David rarely turns in his homework and often skips school, and so he is earning Ds and Fs in most of his classes. Yet he expresses his sincere desire to go to college and "make something of myself." This apparent inconsistency between his poor academic performance, on the one hand, and his strong interest in going to college, on the other, can probably best be explained by:

A) A lack of vicarious punishment in his life
B) Insufficiently developed self-regulation skills
C) An inability to think abstractly about his goals
D) A general tendency for adolescent boys to punish rather than reinforce themselves for academic success

Question 74

Developmental researchers have discovered that many children become increasingly self-regulating over time.
a. Explain what they mean by the term self-regulation.
b. Identify a behavior you would like to see children exhibit in an increasingly self-regulated fashion. Then describe three specific strategies you might use to promote their self-regulation.
Developmental Trends Table
The table below describes the behaviors of children and adolescents at five different age levels. It identifies motives that may be at work, offers suggestions for encouraging productive behavior, or does both. Apply what you've learned about the development of motivation to fill in the empty cells in the table.
Observing Motivation in Youngsters' Behaviors

Question 75

Three of the following definitely show self-regulation as psychologists define the term. Which one does not necessarily involve self-regulation?

A) Completing an in-class assignment
B) Identifying important goals for oneself
C) Embellishing on a boring task to make it more enjoyable
D) Putting off immediate rewards in order to get bigger ones down the road

Question 76

Some students are at risk for academic failure, and if they do fail, they are apt to be ill-equipped to become productive citizens in the adult world. With the typical characteristics of students at risk in mind, identify five strategies you might use to help such students succeed at school. For each one, describe what you would do in specific and concrete terms.