Deck 13: Motivation, Teaching, and Learning

Question 1

The behavioral perspective on motivation emphasizes internal rewards as keys in determining a student's motivation.

Answer 1

False

Question 2

Examples of external incentives that teachers can use include stars, grades, displaying of work, and compliments.

Answer 2

True

Question 3

The behavioral perspective emphasizes the student's motivation with respect to internal incentives, while the cognitive perspective emphasizes the importance of external incentives.

Answer 3

False

Question 4

The humanistic perspective emphasizes an individual's capacity for personal growth.

Question 5

In a recent study, high school students who were encouraged to organize their own experiments demonstrated more care and interest in their laboratory work than their counterparts who were given detailed instructions.

Question 6

Extrinsic motivation involves the internal motivation to do something for its own sake.

Question 7

"Flow" (as described by Csikszentmihalyi) is most likely to occur in areas where students are challenged and perceive themselves as having a low degree of skill.

Question 8

Students typically enjoy an activity the most when it provides little challenge.

Question 9

In some instances, extrinsic rewards can undermine learning.

Question 10

Researchers have found that intrinsic motivation decreases as students move from the early elementary years to the high school years.

Question 11

Children show two distinct responses to challenging or difficult circumstances: a mastery orientation or a helpless orientation.

Question 12

Teachers with high self-efficacy tend to view difficult students as reachable and teachable, whereas teachers with low self-efficacy are inclined to say that students who are not learning are unable to do so due to low ability.

Question 13

Highly educated parents are likely to believe that their involvement in their children's education is important.

Question 14

The achievement level of individuals in one's peer group has little influence on the achievement level of the student.

Question 15

When parents emphasize academics or extracurricular activities in the elementary years, there is little to no impact on a child's desire to continue participating in similar activities in adolescence.

Question 16

A child's skills and work habits when entering kindergarten are among the best predictors of academic motivation and performance in both elementary and secondary school.

Question 17

Failure syndrome refers to having low expectations and giving up at the first sign of difficulty.

Question 18

Students experiencing failure syndrome fail despite putting forth their best effort.

Question 19

Achievement problems can arise when students have low expectations for success, try to protect their self-worth by avoiding failure, procrastinate, have overwhelming anxiety, or become uninterested or alienated from school.

Question 20

Perfectionists are noted for increased productivity, good health, prosocial behaviors, and high self- esteem.

Question 21

For many students, anxiety decreases across the school years.

Question 22

Motivation experts worry that No Child Left Behind's emphasis on testing and accountability encourages mastery rather than performance motivation.

Question 23

What is an appropriate strategy for reaching low-achieving students with low expectations for success?

A) Don't overly reassure students or they will wonder as to your sincerity.
B) Give students constant reassurance.
C) Reassurance is not a critical factor with these students.
D) Reassurance will be seen as coddling of student.

Question 24

Failure syndrome refers to which of the following descriptions?

A) Having low expectations for success but continually put in the effort
B) Having low expectations for success despite experiencing success
C) Having low expectations for success and giving up on difficult tasks
D) None of these

Question 25

Which of the following are examples of self-handicapping strategies?

A) Nonperformance
B) Procrastination
C) Setting unreachable goals
D) All of these

Question 26

What is the primary emphasis of efficacy training?

A) Improving students' academic confidence
B) Changing students' beliefs about the reason behind their performance
C) Improving students' domain- and task-specific skills
D) None of these

Question 27

Which of the following is the best example of a student with a growth mindset?

A) After he failed the algebra test, Tyler said that math had always been too hard for him.
B) After she lost the wrestling match, Miranda resolved herself to train hard and focus on the next match.
C) After she forgot her lines for the play onstage, Marina decided to let her understudy take over the role.
D) After he struggled to read the page aloud in class, John never volunteered to read aloud again.

Question 28

What is the primary emphasis of strategy training?

A) Improving students' academic confidence
B) Changing students' beliefs about the reason behind their performance
C) Improving students' domain- and task-specific skills
D) None of these

Question 29

In order to avoid failure, some students simply do not try. What is the name of this protective strategy?

A) Nonperformance
B) Setting unreachable goals
C) Procrastination
D) Anxiety

Question 30

Some students purposely put off making the best possible effort in order to use that as an explanation for poor performance. What is the name of this protective strategy?

A) Nonperformance
B) Setting unreachable goals
C) Procrastination
D) Anxiety

Question 31

Which of the following is not an example of procrastination?

A) Ignoring a task
B) Underestimating the work involved in a particular task
C) Believing that mistakes are never acceptable
D) Believing that repeated minor delays won't hurt you

Question 32

Sam is a student who engages in numerous behaviors in order to protect how others rate his ability. Which of the following would not be an appropriate strategy to help Sam?

A) Give Sam very easy work; this will boost his confidence.
B) Establish a reward system in Sam's class.
C) Encourage Sam to believe in himself.
D) Share with Sam that you are there to help him.

Question 33

Sam is a student who engages in numerous behaviors in order to protect how others rate his ability. Which of the following would not be an appropriate strategy to help Sam?

A) Give Sam challenging, yet realistic, academic goals.
B) Establish a reward system in Sam's class.
C) Encourage Sam to believe in himself.
D) Tell Sam plainly as his teacher that he must get to work or suffer the consequences for breaking class rules.

Question 34

Justine is just not interested in learning Spanish. Mrs. Rodriquez has tried numerous strategies in an effort to motivate Justine. Which of the following strategies should Mrs. Rodriguez try next?

A) Establish rewards for good grades on Spanish tests.
B) Share the benefits of understanding the Spanish language.
C) Establish consequences for off-task behavior.
D) All of these

Question 35

In early adolescence, students face a choice between focusing on academic goals or social goals. What effect does this have in the long term?

A) This decision has little influence on students' long-term educational success and choice of career.
B) This decision does have long-term impact on educational success and choice of career.
C) This decision is a "no turning back" point in an individual's life.
D) This decision depends on the nature of the peer group.

Question 36

In general, socioeconomic status is better than ethnicity at predicting what student outcome?

A) Spatial skills
B) Verbal ability
C) Interpersonal skills
D) Academic achievement

Question 37

In which grade are students most likely to be more influenced by parental approval than peer approval?

A) Second grade
B) Sixth grade
C) Ninth grade
D) Twelfth grade

Question 38

The influence of peer pressure decreases and students become somewhat autonomous when they reach which of the following grades?

A) Fifth grade
B) Eighth grade
C) Tenth grade
D) Twelfth grade

Question 39

Research shows which of the following factors contributes to the decline in students' intrinsic motivation as they move to higher grades?

A) More impersonal and formal school environments
B) More competitive school environments
C) Lack of person-environment fit
D) All of these

Question 40

What have researchers concluded about the skills and work habits that children have when they enter kindergarten?

A) They are among the best predictors of academic motivation and performance throughout the elementary and secondary school years.
B) They are indicative of later career choice.
C) They are unrelated to later behavior.
D) They interfere with early curriculum goals.

Question 41

Maribell had always done well in math and English. But partway through her seventh-grade year, she stopped handing in math homework and spent more time talking during class than listening and working. Meanwhile, her grades in English have remained high. Which of the following is the most likely explanation for this behavior?

A) She no longer cares what her parents and peers think of her.
B) She has reduced expectations for success in math.
C) She is too busy to study.
D) She is building friendships with high-achieving peers.

Question 42

Ms. Nightingale notices one of her students, Isabelle, has been staring out the window more than remaining on task. Isabelle is new to the school, and Ms. Nightingale wonders if she feels out of place and disconnected from her friends and family back in Spain. Which of the following most readily explains Isabelle's apathy?

A) Need for relatedness
B) Need for self-actualization
C) Need for competence motivation
D) Need for better parenting practices at home

Question 43

Paco's test scores and study skills in math have vastly improved over the last nine weeks. He seems to take more interest in his learning. What role might his parents' have played in Paco's enhanced motivation?

A) They have left him alone so he can focus more on his schoolwork.
B) They have cleared a spot at the table so he can do his work.
C) They have maximally challenged Paco to establish high support.
D) They have taken an interest in his math assignments and teacher correspondence, so they can provide appropriate support and challenge.

Question 44

Which of the following is true about this teacher's opinion of the peer group's role in a student's academic motivation?

A) "Due to the distractive role they can play, peers usually represent a negative influence on motivation."
B) "Due to the supportive network they provide, they usually represent a positive influence on motivation."
C) "Depending on the peer group, there might be either a positive or negative influence on motivation."
D) "There is no established relationship between peers and a student's motivation."

Question 45

Jack Randall has just been assigned to Riverview High. While he is excited about teaching, he is concerned about his ability to teach effectively given that the school serves primarily low-income, inner-city families. What valid concern might Jack be experiencing?

A) Too many advanced courses
B) Lack of quality academic support services
C) High student enrollments
D) Faculty support

Question 46

In her third-period calculus course, Ms. Littleton notices that Rhianna seems excited by challenging concepts and problems, while other students often feel threatened and give up. She uses effective learning strategies and focuses "on the process, not the product." Which of the following best describes Rhianna's mindset?

A) Mastery motivation
B) Helpless orientation
C) Performance orientation
D) Fixed mindset

Question 47

Of the following strategies, which is least likely to foster a sense of self-determination and choice?

A) Take time to talk with students about their ideas and interests.
B) Be attentive to students' feelings.
C) Manage the classroom in a way that lets students make personal decisions.
D) Offer praise to students for following directions in the book.

Question 48

Current research shows intrinsic motivation is positively linked to which of the following?

A) Prosocial behaviors
B) Higher grades and standardized test scores
C) Lower stress levels
D) Increased desire to participate in extracurricular activities

Question 49

Which of the following is not a type of intrinsic motivation?

A) Self-determination and personal choice
B) Optimal experience and flow
C) Cognitive engagement and self-responsibility
D) Reward system

Question 50

Which of the following statements about motivation is not True?

A) When extrinsic awards are tied to competence, they tend to promote motivation and interest.
B) Verbal rewards such as praise can be used to enhance a students' intrinsic motivation.
C) As students move from the early elementary school years to the high school years, their intrinsic motivation increases.
D) Students who are intrinsically motivated typically do better academically than those who are extrinsically motivated.

Question 51

When students perceive the level of challenge as being low and their skill in that area as being high, the likely outcome is which of the following?

A) Apathy
B) Boredom
C) Anxiety
D) Flow.

Question 52

When students perceive the level of challenge as being low and their skill in that area as being low, the likely outcome is which of the following?

A) Apathy
B) Boredom
C) Anxiety
D) Flow

Question 53

All of the following strategies are likely to help students achieve flow, except which one?

A) Assign tasks for which students are highly skilled, but which provide little challenge.
B) Provide students with both instructional and emotional support.
C) Be knowledgeable about the subject matter.
D) Teach with enthusiasm to present yourself as intrinsically motivated.

Question 54

Students will most likely gain a sense of confidence and competence in their ability to contribute meaningfully to class discussions if the teacher compliments students for all of the following behaviors, except which one?

A) Answering questions correctly
B) Making insightful comments and suggestions
C) Asking questions about the topic
D) Saying anything at all

Question 55

Which of the following factors would most likely lead to an increase in intrinsic motivation among students as they progress through the elementary to high school years?

A) Concern over the importance of grades
B) Boredom as course content becomes more monotonous
C) Perception of being challenged at a level consistent with ability
D) Feelings of frustration due to competition with peers

Question 56

Which of the following statements best describes the attribution of "locus"?

A) Whether the cause is internal or external
B) Whether the cause is stable or unstable
C) Whether the cause is short term or long term
D) Whether the cause is controllable or uncontrollable

Question 57

Of the three dimensions of causal attributions identified by Bernard Wiener, which of the following statements best describes the attribution of "stability"?

A) Whether the cause is internal or external
B) Whether the cause is constant or variable
C) Whether the cause is luck or effort
D) Whether the cause is controllable or uncontrollable

Question 58

From the perspective of a performance-oriented type of person, what is the most important aspect of a challenge?

A) The process of learning
B) The goal of winning
C) The ability to get someone else to help
D) Avoiding the challenge altogether

Question 59

Researchers have found that self-efficacy and achievement are most likely to improve when students set goals that are which of the following?

A) Vague and challenging
B) Vague and easy to attain
C) Specific and challenging
D) Specific and easy to attain

Question 60

Researchers have found that self-efficacy and achievement are most likely to improve when students set goals that are which of the following?

A) Vague and long-term
B) Vague and short-term
C) Specific and long-term
D) Specific and short-term

Question 61

Which of the following is the best example of intrinsic motivation?

A) Jodi stayed after school to complete math problems she couldn't do during class.
B) Martin earned a certificate for his successful performance during a spelling bee.
C) Harold spent the weekend working on a science project because he thought it was interesting.
D) Karen was scolded for talking to classmates during a quiz.

Question 62

Which of the following scenarios depicts a negative effect of using extrinsic rewards to motivate students?

A) Mario felt more confident about his abilities as an actor when the class applauded his performance.
B) Kitty was afraid to speak in front of the class even though she was interested in the topic that she had been assigned.
C) Fran loved to work on science projects until she entered the science fair and became more concerned about winning than enjoying the challenge.
D) Marvin enjoyed building sculptures with recycled "trash" despite the fact that he never displayed his work in public.

Question 63

In which of the following scenarios does the extrinsic reward undermine the student's motivation to learn?

A) Douglass read dozens of books as quickly as he could because he wanted to win a race with classmates to read the most books by the end of the year.
B) Sally practiced singing several holiday songs because she loved to sing and wanted to join the school choir.
C) Randy competed against other students for a position on the debate team because he thought that such an opportunity would help him pursue a career as a lawyer.
D) Wayne used to dislike writing because he had trouble spelling words correctly, but now he enjoys writing with the help of the spell-check on his computer.

Question 64

Jose perceives himself as having a low aptitude. This view most likely arises from a combination of which of the following causal attributions?

A) External-stable-controllable
B) External-unstable-uncontrollable
C) Internal-stable-controllable
D) Internal-unstable-uncontrollable

Question 65

Chase believes that his English instructor disliked a recent essay because the teacher disagreed with Chase's point of view. This view best represents a combination of which of the following causal attributions?

A) External-stable-controllable
B) External-unstable-uncontrollable
C) Internal-stable-controllable
D) Internal-unstable-uncontrollable

Question 66

Jenny failed a recent biology exam, but has no idea why this happened. After all, she spent hours and hours studying and thought she knew the material well. Jenny decided that it simply must have been bad luck. Jenny's view is best described as a combination of which of the following causal attributions?

A) External-stable-controllable
B) External-unstable-uncontrollable
C) Internal-stable-controllable
D) Internal-unstable-uncontrollable

Question 67

A student is most likely to feel angry when he or she perceives that his or her poor performance was due to which of the following?

A) External factors that another person controls
B) External factors that cannot be controlled
C) Internal factors that the student can control
D) Internal factors that cannot be controlled

Question 68

John feels guilty because he didn't bother to study for a science test, and as a result, he did very poorly. In this example, John's poor performance was due to:

A) external factors that another person controlled.
B) external factors that could not be controlled.
C) internal factors that John could have controlled.
D) internal factors that could not be controlled.

Question 69

Ben performed poorly on his first mathematics exam. As a result of this experience, Ben sought help from his teacher and a tutor. Subsequently, Ben did very well on his next mathematics exam. In this scenario, Ben sought help because he perceived that his poor performance was due to which of the following?

A) Internal, unstable factors that could be controlled
B) Internal, stable factors that could not be controlled
C) External, unstable factors that could be controlled
D) External, stable factors that could not be controlled

Question 70

When faced with a difficult task, Maria focuses on the activity rather than her abilities, and tends to concern herself more with the process than with the outcome. She enjoys the challenge, even if she doesn't succeed. Maria can best be described as which of the following?

A) Performance-oriented
B) Helpless-oriented
C) Mastery-oriented
D) Goal-oriented

Question 71

Which of the following goals has the greatest potential to help a ninth-grade student improve his or her self-efficacy?

A) I want to do well in high school.
B) I want to be class valedictorian in four years.
C) I want to pass biology this year.
D) I want to get an A or B in biology this semester.

Question 72

When beginning the process of time management, students need to do which of the following first?

A) Make "to do" lists
B) Set goals
C) Evaluate the process
D) Make a weekly schedule

Question 73

In which of the following scenarios is Emily, a low-ability student, most likely to experience success?

A) Emily doesn't expect to do well on tomorrow's Spanish test.
B) Mr. Jenkins asks his low-achieving students convergent, recitation questions.
C) Ms. Rudy pauses 15 seconds after she asks Emily a question that requires her to evaluate a classmate's conclusion.
D) Ms. Tanaka requires her high-ability students to work harder and complete complex projects.

Question 74

From the behaviorist perspective on motivation, external incentives are mentioned in all of the following except which one?

A) The teacher gives stars to students who answer all questions correctly.
B) The teacher assigns homework to students who do not complete their work in class.
C) The school sends "honor student" bumper stickers to parents whose children get good grades.
D) The child is interested in a project and therefore invests extra time to do it well.

Question 75

Which of the following attributes is considered the highest on Maslow's hierarchy?

A) Safety
B) Cognitive
C) Self-actualization
D) Aesthetic

Question 76

Which of the following attributes is considered lowest on Maslow's hierarchy?

A) Esteem
B) Physiological needs
C) Love and belongingness
D) Cognitive needs

Question 77

Which of the following shows attributes of Maslow's hierarchy in order from lowest to highest?

A) Physiological, safety, love and belongingness, esteem
B) Esteem, love and belongingness, safety, physiological
C) Safety, physiological, love and belongingness, esteem
D) Physiological, safety, self-actualization, esteem

Question 78

Critics of Maslow argue which of the following?

A) Individuals do not necessarily meet their needs in the order that Maslow describes.
B) Self-actualization is impossible to attain.
C) Students must meet their love and belongingness needs prior to meeting their cognitive needs.
D) It is more important for others to judge us in a positive light than to have positive self-esteem.

Question 79

Spontaneity, creativity, self-acceptance and acceptance of others, democratic values and attitudes, and resistance to cultural conformity are all characteristics of which need?

A) Safety
B) Esteem
C) Self-actualization
D) Physiological

Question 80

According to Maslow, most people stop maturing after they have satisfied which need?

A) Self-actualization
B) Safety
C) Love and belongingness
D) Esteem