Deck 16: Motivation and Affect

Question 1

From Maslow's perspective, which one of the following best reflects a deficiency need?

A) Lorne writes and plays folk songs as a way of expressing himself.
B) Geri finds ancient civilizations fascinating.
C) Rachel is curious about why her science experiment didn't turn out the way she expected it would.
D) Bill is worried that Mark might beat him up on the way home from school.

Answer 1

D

Question 2

An eighth grader named Marianne consistently refuses to do difficult classroom assignments because she's afraid of failing at them. Which one of the basic needs described in the textbook is Marianne most clearly trying to address?

A) Her need for relatedness
B) Her need for self-determination
C) Her need for arousal
D) Her need for competence

Answer 2

D

Question 3

Which one of the following individuals shows motivation consistent with self-worth theory?

A) Monica doesn't read the comments her teacher has written on her research paper because she suspects that they're not very flattering.
B) Isabelle goes to see the horror movie "Scream" with her friends; later that night, she has considerable trouble falling asleep.
C) Jacob spends long hours staring at the sky each night, looking for various constellations and thinking about ancient legends associated with each one.
D) Luke reads People magazine from cover to cover as soon as it arrives in the mail each week; he especially enjoys reading stories about movie stars.

Answer 3

A

Question 4

Day after day, Raymond's history teacher lectures about the subject matter in a dry, unengaging manner and expects students simply to sit quietly and take notes. To make class a little more exciting for himself and the students sitting near him, Raymond often draws cartoon faces on the tips of his fingers and performs little finger-puppet shows at his desk. Raymond's behavior in class can probably best be explained as

A) Satisfying his need for arousal
B) Enabling him to achieve self-actualization
C) Reflecting a high need for achievement
D) Reducing cognitive dissonance

Question 5

Three of the following are true statements about intrinsic and/or extrinsic motivation in instructional settings. Which one is false?

A) Reminding students of how important good grades are will promote extrinsic motivation more than intrinsic motivation.
B) Compared to students who are extrinsically motivated, students who are intrinsically motivated are more likely to learn classroom material in meaningful and effective ways.
C) Extrinsically motivated students may sometimes exert only the minimal effort needed to complete classroom assignments.
D) Intrinsic and extrinsic motivation are mutually exclusive: Students who have one are highly unlikely to have the other.

Question 6

Which one of the following examples best illustrates the concept of situated motivation?

A) Nathan gets extremely upset when he gets anything less than a perfect score on a test paper, probably because his parents have always expected him to be perfect at everything he does.
B) Last year Ophelia was bored to tears in history class, but this year she loves history because her teacher seems to make the subject come alive.
C) Polly is afraid of water because once, when she was a little girl, she almost drowned.
D) Quinton would really like to play on his high school basketball team, but because he's quite short, he has settled for what he considers to be second-best: being on the wrestling team.

Question 7

Which one of the following situations best illustrates the role of drive reduction in behavior?

A) After not having had time for either breakfast or lunch, Adam eats three hamburgers and a plateful of french fries for dinner.
B) Bernice is intrigued by her psychology course because it helps her understand why she and her friends do some of the things they do when they interact.
C) Connor works out at the gym each day; his goal is to win the title of "Mr. Fitness."
D) Debbie brings her knitting with her on a long bus trip so she'll have something to do to pass the time.

Question 8

Which one of the following teaching practices is most consistent with Maslow's hierarchy of needs?

A) Occasionally remind students that they can get good grades only if they study on a regular basis.
B) Let students release pent-up energy before asking them to watch an educational video.
C) Tell students they must finish an assignment before they go to lunch.
D) Reinforce students consistently for appropriate classroom behavior.

Question 9

For which one of the following individuals is behavior clearly affected by an incentive?

A) Alphonso gets wrapped up in a mystery novel and doesn't hear the doorbell ring.
B) Blake does several extra-credit projects to ensure his A in sociology.
C) Cecil smiles when his girlfriend gives him a new sweater.
D) Darren eats junk food even when he's not hungry.

Question 10

Drive reduction theory is no longer as popular as it was in early conceptions of motivation. Which one of the following research findings contributed to the demise of drive reduction theory?

A) Although drive reduction theory explains virtually all of rat behavior, it explains very little of human behavior.
B) For some organisms, drive is a physiological impossibility.
C) For human beings, so many drives exist simultaneously that it's impossible to completely satisfy them all.
D) Organisms sometimes behave in ways that increase rather than reduce drive.

Question 11

Several teachers complain, "Our students just aren't motivated." Is it possible that these teachers are describing their students accurately?

A) No, because virtually all students have motives of one kind or another.
B) Perhaps, but only if the teachers are working in the elementary grades.
C) Perhaps, but only if the teachers are working with high school students.
D) Perhaps, especially if the teachers are working in low-income school districts.

Question 12

Which one of the following students is displaying extrinsic motivation?

A) Albert wants to be an accountant because he likes working with numbers.
B) Brad wants to be a veterinarian because he loves animals and wants to help them.
C) Caryn wants to become a varsity soccer player so others will admire her.
D) Donnetta wants to become an actress because she thinks acting is fun.

Question 13

Carlton often gets so wrapped up in a video game that he has little or no awareness of events going on around him. An entire afternoon can pass by very quickly as he meets one challenge after another in his video-game world. Carlton's motivation state can best be characterized as involving:

A) Flow
B) Drive reduction
C) Self-handicapping
D) Extrinsic motivation

Question 14

If you were to incorporate Maslow's hierarchy of needs into your teaching practices, you would be most likely to:

A) Emphasize the importance of getting good grades
B) Remind students frequently about how their current achievements in school will affect their success as adults
C) Make sure your students feel safe and secure
D) Focus on the use of intrinsic reinforcers (such as feeling proud) rather than extrinsic reinforcers (such as praise) for all students

Question 15

Which one of the following statements is consistent with Hull's notion of how both habit and drive affect performance?

A) "Sometimes I get so nervous that I'm all butterfingers."
B) "I've walked that route so often that I could probably do it in my sleep."
C) "I won't do it-I don't want to, and I don't know how."
D) "You can do anything if you try hard enough."

Question 16

In class Tom sits slouched in his seat, with his arms crossed and a continual you-can't-make-me-learn expression on his face. He never participates in class discussions (even when specifically called on), and he never turns in assignments. Which one of the following is least likely to be an explanation for Tom's behavior?

A) He has little self-efficacy for succeeding at academic tasks.
B) He wants to maintain a good image with low-achieving friends.
C) He sees no relevance of classroom subject matter to his own life.
D) He has no motivation whatsoever.

Question 17

Which one of the following is the best example of extrinsic motivation?

A) Enjoying scary movies
B) Finding a good book impossible to put down
C) Wanting a good grade in your history class
D) Thinking that aerobic exercise is a healthy way to spend your time

Question 18

The four statements below describe effects that motivation may have on cognition and/or behavior. Three of the statements are accurate. Which one is not necessarily accurate?

A) Motivation influences how information is mentally processed.
B) Motivation enhances memory for information irrelevant to the task at hand.
C) Motivation increases task persistence.
D) Motivation influences the choices that people make.

Question 19

Which one of the following students is displaying intrinsic motivation?

A) Annette loves to play the viola and so practices for at least an hour each 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 20

Janice finds playing the fiddle to be a wonderful outlet for self-expression. In terms of Maslow's hierarchy of needs, Janice is striving to fulfill:

A) Her need for self-esteem
B) Her need for esteem from others
C) Her need for self-actualization
D) Her love and belongingness needs

Question 21

Which one of the following statements best describes motivation theorists' concept of a sense of self-determination?

A) Reinforcing yourself when you do a good job
B) Believing that you have some choice about what you do
C) Deciding what kind of person you want to become
D) Knowing you can accomplish something if you just put your mind to it

Question 22

Mr. Lopez, a third-grade teacher, wants to enhance his students' intrinsic motivation to learn classroom subject matter. Three of the following strategies should accomplish this goal. Which one is not likely to enhance students' intrinsic motivation to learn?

A) Mr. Lopez explains that using quiet, "indoor voices" during a cooperative learning activity can help students accomplish their goals for the activity.
B) Mr. Lopez consistently shows students that he cares about their well-being and wants them to do well in his class.
C) Mr. Lopez promises his students that they can have free time at the end of the day if they do well on their spelling tests.
D) Mr. Lopez gives students the scaffolding they need in order to be successful at challenging tasks.

Question 23

Relationships with peers are often foremost in 12-year-old Jonathan's mind and can have a huge impact on his emotional state. For example, when classmates treat him well, he's quite happy and self-assured, but when someone snubs him or makes fun of him, he becomes very depressed and thinks, "No one likes me." Which one of the following concepts related to motivation best explains Jonathan's significant mood swings?

A) contingent self-worth
B) self-handicapping
C) self-actualization
D) need for achievement

Question 24

Which one of the following best illustrates secondary control as a factor that can enhance a person's self of self-determination?

A) Alla says to her best friend, "I wish I were as smart as you are in math. I guess I just don't have good 'math genes.' "
B) Frustrated that he doesn't make the high school baseball team, Bob lashes out by hitting his younger brother.
C) When a classmate makes fun of Christine's slight speech impediment, she retaliates by saying, "Well, at least I have a good complexion. Those pimples of yours are really gross!"
D) When Donald gets a low score on an exam, he thinks, "I underestimated what it would take to do well in this class. I guess I need to start studying harder."

Question 25

While working on a series of math problems, Kate stops after each problem to ask her teacher, "Did I do this right?" or "Is this one OK?" With this information in mind, which one of the following is most likely to be true about Kate?

A) She has a high need for affiliation.
B) She has a high need for approval.
C) She has a high need for achievement.
D) She has a high motive to avoid failure.

Question 26

Which one of the following students exhibits a self-conscious emotion?

A) Krista is happy that her teacher has put her in the same cooperative group as her friend Darby.
B) Jacob feels ashamed that he missed an easy field goal during a soccer game.
C) For the past several months, Raina has been depressed about her parents' divorce.
D) Leo is excited that his class is going to the natural history museum next week.

Question 27

Marc loves playing ping pong. When he plays with a friend, he concentrates intently on the game and tries very hard to win. He experiments with different shots (occasionally losing a game in the process) and eventually perfects a few shots that are extremely difficult for an opponent to return. With this information in mind, which one of the following is most likely to be true about Marc?

A) He has a high need for affiliation.
B) He has a high need for approval.
C) He has a high need for achievement.
D) He has a high motive to avoid failure.

Question 28

Luke enrolls in an advanced chemistry class even though he's never taken a chemistry course before. With this information in mind, which one of the following is most likely to be true about Luke?

A) He has a high need for affiliation and a low need for approval.
B) He has a high need for approval and a low need for affiliation.
C) He has a high motive for success and a low motive to avoid failure.
D) He has a high motive to avoid failure and a low motive for success.

Question 29

Three of the following reflect general dispositions that theorists have described. Which one would not be considered a disposition as psychologists typically use the term?

A) Anne has been afraid of snakes since she was a toddler.
B) Barry enjoys logic puzzles, mathematical brainteasers, and other logically challenging tasks.
C) Calvin refuses to take another person's word for something unless the person back up an idea or opinion with convincing evidence.
D) Donna is always looking ahead to future events and taking steps to be sure that things run smoothly.

Question 30

Mr. Rawlins is faculty advisor for the high school service club. He attends every meeting, and he regularly provides the support students need to carry out their activities. During group discussions, however, he typically sits in the back of the room and offers advice only if club members ask for 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) Promote debilitating anxiety
B) Decrease club members' sense of competence
C) Enhance club members' sense of self-determination
D) Reduce club members' interest in public service

Question 31

Three of the following behaviors reflect the need for relatedness. Which one does not?

A) As she studies for a physics exam, Christianne tries to think how she might apply physics in her own life.
B) Ashleigh and Diane pass notes back and forth during their math class.
C) Ted likes working with children and especially enjoys his volunteer activities with the Special Olympics.
D) Mike takes up smoking because he thinks it will make him look "cool."

Question 32

Kiki is confident that she'll do well in the advanced math course she is taking this year. Given this information, which one of the following is most likely to be true about Kiki?

A) She will put in only the minimal amount of effort she will need to get a good grade in the class.
B) She will procrastinate in doing her assignments, sometimes to the point that it is impossible to complete them successfully.
C) She will be intrinsically motivated to learn the new ideas and procedures presented in the class.
D) During class time she will focus more on social relationships with classmates than on course material.

Question 33

Which one of the following descriptions best illustrates a trait theory of motivation?

A) "Did you see that big grin on Maurice's face when the principal announced that he was the winner of the essay contest?"
B) "Jane is always putting herself in dangerous situations. Maybe she likes the adrenaline rush that comes with living on the edge."
C) "Half of the time, Chloe seems bored with what's going on in class. I've tried everything I can think of to motivate her, but so far nothing's worked."
D) "Morey is really struggling with his reading, and his spelling is atrocious. I wonder if he has an undiagnosed learning disability."

Question 34

Marion puts off doing a project for the science fair until she has so little time to do it that she cannot possibly complete a good project. Such behavior is most consistent with the concept of:

A) drive
B) trait anxiety
C) hot cognition
D) self-handicapping

Question 35

If you consider research findings regarding dispositions, which one of the following students would you expect to achieve at the highest level in the classroom?

A) Amy has the highest IQ in the class.
B) Britta eagerly seeks out new information and is conscientious about doing her schoolwork.
C) Claudia focuses largely on what's happening at the moment; she doesn't worry too much about might happen next week or next month.
D) When Delores encounters two or more perspectives on a topic, she quickly zeroes on the one she thinks is probably the "right" one.

Question 36

At try-outs for the school musical production, Trudy would like to gain the leading role, but she know that several other girls are trying out for the same role. Trudy instead auditions for the chorus, confident that she can make it without any difficulty. With this information in mind, which one of the following is most likely to be true about Trudy?

A) She has a high need for affiliation and a low need for approval.
B) She has a high need for approval and a low need for affiliation.
C) She has a high motive for success and a low motive to avoid failure.
D) She has a high motive to avoid failure and a low motive for success.

Question 37

Which one of the following teaching strategies is most likely to increase students' sense of self-determination?

A) Mr. Aas reminds his students that they can't participate in the school's extracurricular sports program if their grade-point-averages fall below 2.0.
B) Ms. Brown asks her third graders to develop some class rules to ensure that all class members will have a chance to express their ideas openly.
C) Mr. Cranwell tells his middle school students that good writing skills are important in the business world.
D) Mr. Diaz gives his students enough practice with basic arithmetic facts that they learn them to a level of automaticity.

Question 38

Choose the teacher below who is most likely to promote a sense of self-determination in his or her students.

A) Ms. Andre provides several possible organizational schemes that students can use, if they wish, to organize their oral presentations.
B) Mr. Brooks reminds his students that the deadline for their research paper is a week from Friday.
C) Mr. Chambers praises his students for continuing to work quietly when he was called away from the classroom.
D) Ms. Dacono reminds her students, "You should know your multiplication tables by now."

Question 39

When choosing a partner to work on a science fair project, James selects a close friend who isn't particularly good in science. With this information in mind, which one of the following is most likely to be true about James?

A) He has a high need for affiliation.
B) He has a high need for approval.
C) He has a high need for achievement.
D) He has a high motive to avoid failure.

Question 40

Three of the following teaching strategies should enhance students' sense of self-determination. Which one is unlikely to do so?

A) Describing desired classroom behaviors in an informational manner rather than as what students "must" do
B) Suggesting study strategies that can help students learn classroom subject matter more effectively
C) Giving students occasional choices about how to accomplish classroom objectives
D) Making students well aware that you always know what they're doing and how well they're doing it

Question 41

With the textbook's discussion of arousal and anxiety in mind, identify the best approach to taking a challenging exam.

A) Worry a little bit about the exam, but not too much.
B) In your mind, imagine the worst possible thing that could happen if you fail the exam.
C) Worry about the exam as you study the night before, but be as relaxed as possible when you take it.
D) Be completely relaxed both when you study and when you take the exam.

Question 42

With the textbook's discussion of competence and self-determination in mind, choose the teacher below who is most likely to promote intrinsic motivation in his or her students.

A) Ms. Andre gives her students concrete suggestions about how to improve their expository writing.
B) Mr. Brooks reminds his students that the deadline for their research paper is a week from Friday.
C) Mr. Chambers praises his students for continuing to work quietly when he was called away from the classroom.
D) Ms. Dacono reminds her students, "You should know your multiplication tables by now."

Question 43

Under some conditions, negative feedback can increase students' intrinsic motivation to perform school tasks. The four teacher statements below all present negative feedback. Choose the statement below that is most likely to promote intrinsic motivation.

A) "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."
B) "Yours is the lowest quiz score in the entire class, Bill. I want you to see if you can do better than at least half of your classmates next time."
C) "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?"
D) "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."

Question 44

Whenever Elliott thinks about science, he also thinks about how much he likes science. Which one of the following statements best explains this situation?

A) Elliott's liking of science is an excellent example of Hull's theory that behavior strength = habit $\times$ drive.
B) In the brain, people's affective responses to topics may be closely connected to their knowledge about those topics.
C) Elliott's love of science suggests that he is a sensation seeker.
D) Elliott's strong interest in science reflects an interplay of hot cognition and self-conscious emotions.

Question 45

Which one of the following examples is consistent with what the textbook means by giving students a sense of self-determination?

A) Jason can turn his homework in whenever he wants to, even if he waits until the last day of school to turn all his assignments in.
B) Kenda asks her teacher for help whenever she finds a word she doesn't know the meaning of, or whenever she runs into a problem she hasn't seen before.
C) In art class, Marie only needs to work on her art project on days when she feels particularly creative.
D) Lonnie knows that he can demonstrate his mastery of an instructional objective in his social studies class in either of two ways-by taking an exam or completing a project.

Question 46

Which one of the following is the best example of state anxiety rather than trait anxiety?

A) Thea is often nervous in math class, where she rarely participates unless her teacher specifically calls on her. She sits quietly at her desk and doesn't interact with her classmates because she finds it hard to do so without shaking.
B) Urie is an excellent student, but he has considerable trouble speaking to others in any of his classes. He performs very well on tests and other written work, but he gets exceptionally anxious during group work and oral reports.
C) Viola becomes nervous when she has to give a presentation in front of her English class. This is the first time she has ever had to do something like this and she doesn't know how well she will do.
D) Wendell becomes nervous whenever he has to take any kind of paper-pencil test, even when he knows what questions are going to be on the test and is thoroughly prepared.

Question 47

The textbook distinguishes between a challenge and a threat. Which one of the following is most likely to be a threat rather than a challenge?

A) You think you can probably make the basketball team, but only if you practice every day at home.
B) You are required to take a college course in nuclear physics, even though you failed basic physics in high school.
C) You have invited a friend to dinner and are trying a recipe you've never tried before.
D) You're asked to climb up a twenty-foot rope hanging from the ceiling. You've climbed ten feet before, but you've never climbed twenty feet.

Question 48

Given what we know about how highly anxious learners process information, which learning strategy would we expect them to use most often?

A) Elaboration
B) Rehearsal
C) Meaningful learning
D) Organization

Question 49

Which one of the following is the best example of hot cognition?

A) Learning a new strategy for solving a difficult problem
B) Realizing that you finally understand Einstein's law of relativity
C) Getting excited when you read about a possible cure for Alzheimer's disease
D) Having a mental block that interferes with your writing ability

Question 50

Which one of the teachers below is using a strategy consistent with the concept of hot cognition?

A) Ms. Kozloff shows her students a colorful video that depicts the lives of animals that live in the African Serengeti ecosystem.
B) Mr. Waterman encourages his students to try to find good qualities in each of their classmates.
C) Ms. Schuler has her students engage in fifteen minutes of vigorous exercise before they sit down to tackle some difficult math problems.
D) Mr. Ramirez portrays the Holocaust so vividly that her students become quite angry about the atrocities the Nazis committed.

Question 51

Which one of the following teaching strategies, while possibly beneficial in other ways, is least likely to foster productive dispositions in students?

A) Asking students to justify their opinions with evidence or logic
B) Modeling open-mindedness about diverse perspectives on global warming
C) Teaching students a particular algorithm to follow in solving math problems
D) Helping students understand that in a research study, correlation between two variables does not necessarily mean that one variable is the cause of the other

Question 52

Three of the following teachers are likely to enhance students' intrinsic motivation to do well in the classroom. Which one is unlikely to do so?

A) Ms. Acton's enthusiasm about science is evident in everything she does in class.
B) Ms. Barton asks students to imagine how scary it must have been to sail across an uncharted ocean with Columbus in 1492.
C) Ms. Canton reminds students that good grades are important for getting a college scholarship.
D) Ms. Dayton tells students, "This class has produced the most creative art projects I've seen in a long time. You should be very proud of yourselves."

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) "This essay has the variety of sentence structures that I like to see in my students' writing."
B) "This essay is the best one you've written all semester. Please include it in the portfolio you're creating for this class."
C) "Your essay is so good that I'd like to submit it to the statewide essay contest."
D) "In evaluating your essay, why don't you apply the four criteria you've been using all year to critique your written work?"

Question 54

Three of the following teachers are likely to enhance students' motivation to do well in the classroom. Which one is unlikely to do so?

A) Mr. Avalon makes sure his classroom assessments are good measures of his classroom objectives.
B) Mr. Brandt is full of surprises; his students never know what he'll ask them to do next.
C) Mr. Cisneros sometimes asks his students to work together on group projects.
D) Mr. Dobson describes the terrible living conditions on the ships that brought African slaves to the New World during the 1600s, and the students become quite angry about how some of their ancestors behaved.

Question 55

Luis suffers from extreme test anxiety. Three of the statements below probably describe Luis. Which one does not?

A) As he takes a test, he looks closely and carefully at the wording of each test question.
B) He has trouble thinking clearly about how to answer each question.
C) He is more worried than his classmates about how his teacher will evaluate his performance.
D) He gets lower test scores than his classmates, even though he knows the material as well as they do.

Question 56

You go to an art museum on a Sunday afternoon. Other things being equal, which one of the following pictures are you most likely to remember?

A) A dog baring its teeth at another dog
B) Fruit in a brightly colored Mexican pot
C) A man with a bloody, gruesome chest wound
D) A peaceful farm scene, with cows grazing by a stream

Question 57

Vance is quite surprised to hear that his friend Adam has been caught shoplifting, as he has always thought of Adam as someone who is honest, law-abiding, and respectful of others' rights and possessions. "There must be a logical explanation for why Adam was seen shoplifting," Vance thinks to himself, "and I won't rest until I find out what it is." Vance's motivation can best be explained using the concept of:

A) cognitive dissonance
B) state anxiety
C) need for relatedness
D) optimal level of arousal

Question 58

Which one of the following individuals is most likely to have facilitating anxiety?

A) Art doesn't begin his 20-page research report for his psychology class until the night before it is due.
B) Bert has heard that his statistics professor is an easy grader, so he isn't the least bit worried about getting at least a B in his statistics course.
C) Curt can't find his car keys, and he must leave for the airport in five minutes to catch his plane.
D) Dave is nervous about doing well in the 100-meter dash.

Question 59

Karin and her mother live on welfare in a poor, inner-city neighborhood in Detroit. Karin is quite bright and highly motivated, and she really wants to get a college education. However, she knows that, on average, students from low-income homes perform more poorly on the SAT tests than students from wealthier homes. When she takes the SAT, she is so nervous that she has trouble concentrating on the test items, and as a result her scores are lower than they should be. Which of the following concepts best explains what has happened to Karin?

A) hot cognition
B) stereotype threat
C) cognitive dissonance
D) high motive to avoid failure

Question 60

Whenever Gisela has a fight with her boyfriend, she remembers the times he has treated her poorly. But later, when he sends her a dozen roses to apologize for hurting her, she remembers how thoughtful and caring he can often be. Gisela's change of heart can best be explained using the concept of:

A) sensation seeking
B) challenge (as opposed to threat)
C) need to avoid failure
D) mood-dependent memory

Question 61

Describe how learners' level of anxiety is likely to affect their learning and performance, being sure to include the concepts of facilitating anxiety and debilitating anxiety in your discussion. Then describe three strategies you might use to keep learners' anxiety at a productive level.

Question 62

Three of the following testing practices are consistent with the textbook's discussion regarding motivation and classroom assessment practices. Which one is not?

A) Make sure students have enough time to answer all questions or complete all assigned tasks.
B) Make sure assessment results provide substantive information about what students do well and how they can improve.
C) Give students increasingly difficult questions or tasks when they get high scores.
D) Base grades on many small assessments rather than one or two big ones.

Question 63

Some motivation theorists believe that human beings have a basic need for relatedness.
a. In a paragraph, explain what theorists mean by this concept, and describe three different student behaviors you might see that would indicate a high need for relatedness.
b. In three additional paragraphs, describe three different strategies you might use to address students' need for relatedness in the classroom. Be specific as to what you might do.

Question 64

Some motivation theorists believe that students are apt to be intrinsically motivated only if they have both a sense of competence and a sense of self-determination.
a. Briefly describe these two concepts, illustrating each with a concrete example.
b. With these two possible prerequisites for intrinsic motivation in mind, describe four strategies for promoting intrinsic motivation in a classroom setting.

Question 65

Most early information processing theorists portrayed human cognition as being a relatively unemotional enterprise, but increasingly researchers have come to realize that cognition and emotion are closely intertwined. Drawing on the textbook's discussion of affect and its effects, describe three different ways in which cognitive processes and emotions are interrelated, and give a concrete example to illustrate each interrelationship you identify.

Question 66

As a teacher, you have some students who clearly want to learn the subject matter you are teaching and other students who are interested only in the grades they get in your class.
a. Considering the textbook's discussion of extrinsic versus intrinsic motivation, how would you expect the two groups of students to differ in terms of classroom learning and performance? Describe five differences you are likely to see between them.
b. Describe three strategies you might use to promote intrinsic motivation in the grade-oriented students.

Question 67

Describe the five needs in Maslow's hierarchy. Give examples of how individuals with each need might behave.

Question 68

In a short paragraph, describe the basic idea underlying self-worth theory. In a second paragraph, explain what self-handicapping is and the role it plays with regard to self-worth. To illustrate your discussion, describe two different kinds of self-handicapping that might occur.