Deck 3: Learner Motivation and Developing Self-Esteem

Question 1

When students anticipate goals and rewards and make judgments, if there are mismatches it is called:

A) intellectual motivational theory.
B) social-emotional motivational theory.
C) positive motivational theory.
D) cognitive motivational theory.

Answer 1

D

Question 2

Students who have high achievement motivation:

A) show greater persistence and effort.
B) have trouble completing tasks.
C) have greater influence on external controls.
D) realise they cannot influence internal controls.

Answer 2

A

Question 3

Within the context of extrinsic motivation, which of these would not be a secondary reinforcer?

A) A smile.
B) Food and drink.
C) Tangible rewards.
D) Time-out.

Answer 3

B

Question 4

What is self-esteem?

Question 5

Maslow developed his hierarchy of personal needs in:

A) 1953.
B) 1954.
C) 1955.
D) 1956.

Question 6

Within the context of Harmin's DECSA model, a teacher who wished to use an 'I appreciate' message to inspire energy in their students would say:

A) I really like the way you stood up for your friend.
B) I like it when you persevere.
C) I like it when you work it out for yourself.
D) Thank you very much for listening.

Question 7

Within the context of attribution theory of motivation, a student who attributes success to ability is making an attribution based on:

A) situational cues.
B) teaching strategies.
C) prior beliefs.
D) self-perceptions.

Question 8

The teaching strategy which would be the least likely to develop resilience in students is:

A) developing students' coping behaviours.
B) promoting competition.
C) encouraging self-discipline.
D) developing optimistic thinking.

Question 9

In the hierarchy of personal needs, social needs:

A) are at a lower level than safety needs.
B) are at a higher level than esteem needs.
C) must be met before growth needs.
D) must be met before biological needs.

Question 10

The least likely teaching strategy to encourage intrinsic motivation is:

A) using challenging questions.
B) giving stickers or rewards.
C) providing unfamiliar examples.
D) presenting a novel situation to the class.

Question 11

Is the following statement True or False? 'Teachers should only use intrinsic motivation with their students.'

Question 12

Within the context of Harmin's DECSA model, a teacher who wished to use an 'I'm with you' message to promote a sense of community with their students would say:

A) I understand how you feel about other people distracting you when you are working quietly.
B) I, too, do not always manage my time as well as I want to.
C) I think I know how you felt when you stood up for yourself.
D) It's not easy to get to bed on time every night is it?

Question 13

Which of the following is not a 'plain correct'?

A) 'Yes, that's right.'
B) 'No, the correct answer is …'
C) 'Correct.'
D) 'That's what I wanted.'

Question 14

Is the following statement True or False? 'Students' achievement motivation decreases in Grade/Years 7-11 (ages 13-17).'

Question 15

Which one of the following is not directly related to self-esteem?

A) Confidence.
B) Social status.
C) Self-image.
D) Hereditary.

Question 16

The statement that is not correct about behavioural theory of motivation is:

A) It emphasises the centrality of external events in directing behaviour.
B) Reinforcers increase the likelihood of particular behaviours.
C) Negative reinforcers are stimulus events that are imposed to discourage certain behaviours.
D) Consequences for poor behaviour decrease the likelihood of the behaviour being repeated.

Question 17

A teaching strategy that is unlikely to motivate students using attribution is:

A) getting students to think about the learning processes they use.
B) helping students to develop realistic goals.
C) using grades in assessment.
D) using cooperative learning arrangements.

Question 18

What are three explanations students might give for lack of achievement?

Question 19

To maintain equity, teachers should:

A) develop cooperative team projects.
B) eliminate physical discomfort.
C) set meaningful goals.
D) be inclusive in the use of praise and support.

Question 20

With reference to the theories of Maslow, achievement motivation and attribution, explain why it is important for teachers to develop positive self-esteem in their students. Describe at least five classroom strategies teachers might use to develop self-esteem in students.

Question 21

List five undesirable practices that teachers should avoid in order to keep a class highly motivated.

Question 22

Discuss the following statement in the light of what you know about social motivation: 'Relationships in the classroom are the basis of student success.' Describe the features of classroom climate that would support students' social motivation.