Chapter 11

Question 1

Personal Interest: person shows intrinsic desire to understand a subject that persists over time is based on preexisting knowledge, personal experience, and emotion.
Situational interest: Interest in a subject is more temporary and based on unusualness of info or personal relevance.
Flow and engagement: individuals who experience periodic states of intense concentration, sustained interest, and enjoyment of an activity’s challenge are said to be in a flow state.

Answer 1

Intrinsic motivation

Question 2

the learner decides to engage in an activity (such as participate in class, do homework, study for exams) to earn a reward that is not inherently related to the activity (such as praise from the teacher, a high grade, or the privilege of doing something different).

Answer 2

Extrinsic Motivation

Question 3

Students who observe an admired model receive reinforcement may be motivated to exhibit the same behavior because they expect to receive the same reinforcement

Answer 3

Vicarious reinforcement

Question 4

occurs when you perform a certain behavior and are rewarded (positive reinforcement), or it leads to the removal or avoidance of something unpleasant (negative reinforcement)

Answer 4

Direct reinforcement

Question 5

Task mastery
Performance-approach goals
Performance-avoidance goals

a. goal choice
b. outcome expectations
c. attributions

Answer 5

a. goal choice

Question 6

High self-efficacy leads to high expectation of positive outcome

a. goal choice
b. outcome expectations
c. attributions

Answer 6

b. outcome expectations

Question 7

Ability, effort, luck, task difficulty

a. goal choice
b. outcome expectations
c. attributions

Answer 7

c. attributions

Question 8

Self-actualization: desire to become the most that one can be.
Esteem: respect, self-esteem, status, recognition, strength, freedom.
Love and belonging: friendship, intimacy, family, sense of connection.
Safety needs: personal security, employment, resources, health, property.
Physiological needs: air, water, food, shelter, sleep, clothing, reproduction.

Answer 8

Maslow’s hierarchy of needs

Question 9

Why should teachers refrain from making students compete for limited rewards?

a. Grading on a curve rewards only the highest achieving students.	
b. Intrinsic motivation declines in an effort to protect one’s sense of worth.	
c. Intrinsic motivation increases to meet healthy competitive challenges.	
d. Limiting rewards encourages students to develop realistic expectations.

Answer 9

b. Intrinsic motivation declines in an effort to protect one’s sense of worth.

Question 10

What is the best advice for a teacher to follow regarding rewarding students for completing tasks?

a. The more you reward students, the harder they work.	
b. Give rewards sparingly because interesting tasks do not need extrinsic rewards.	
c. Give rewards frequently because children’s sense of worth is contingent on receiving them.	
d. Avoid using any rewards because students should not be bribed.

Answer 10

b. Give rewards sparingly because interesting tasks do not need extrinsic rewards.

Question 11

What is meant by the “undermining effect”?

a. Intrinsic motivation is raised by extrinsic rewards.	
b. Extrinsic motivation is raised by extrinsic rewards.	
c. Extrinsic rewards reduce intrinsic motivation.	
d. Intrinsic rewards reduce extrinsic motivation.

Answer 11

c. Extrinsic rewards reduce intrinsic motivation.

Question 12

What characterizes vicarious reinforcement?

a. observing someone else complete a task and receive praise	
b. observing someone else receive a reward for completing a task	
c. observing someone receive praise for exhibiting a behavior and being motivated to exhibit the same behavior	
d. gaining self-efficacy from completing a task and receiving a reward

Answer 12

c. observing someone receive praise for exhibiting a behavior and being motivated to exhibit the same behavior

Question 13

Students with performance-avoidance goals are likely to:

a. cheat to reduce the possibility of failure.	
b. brag about how much they know.	
c. demonstrate what they know to peers, but not to the teacher.	
d. be eager to try new and challenging tasks.

Answer 13

a. cheat to reduce the possibility of failure.

Question 14

How do Piaget’s principles explain a young child’s enthusiasm for singing the same song or hearing the same story read multiple times?

a. Children repeat stories for no apparent purpose or reason.	
b. Individuals have an inherent desire to master their environment.	
c. A sense of equilibration comes when encountering new experiences.	
d. Children need rote repetition to learn things.

Answer 14

b. Individuals have an inherent desire to master their environment.

Question 15

How do student beliefs about ability affect their thinking?

a. Older children attribute grades to luck or effort, not ability.	
b. Younger children attribute grades to luck or effort, not ability.	
c. Girls’ beliefs about ability may cause avoidance of math and science.	
d. Boys’ beliefs about ability lead them to be overconfident.

Answer 15

c. Girls’ beliefs about ability may cause avoidance of math and science.

Question 16

What factors might influence situational interest?
Choose 4

a. working cooperatively on a task with others
b. assignments requiring rote memorization
c. opportunity to observe influential models
d. well-written texts and other reading material
e. games and puzzles

Answer 16

a. working cooperatively on a task with others
c. opportunity to observe influential models
d. well-written texts and other reading material
e. games and puzzles

Question 17

What attribution pattern produces the highest level of motivation?

a. luck and effort	
b. effort and task difficulty	
c. effort and ability	
d. ability and luck

Answer 17

c. effort and ability

Question 18

What needs are categorized as deficiency needs in Maslow’s hierarchy?
Choose 3

a. physiological
b. cognitive and aesthetic
c. belongingness and love
d. esteem
e. self-actualization

Answer 18

a. physiological
c. belongingness and love
d. esteem

Question 19

According to Maslow’s theory, teachers should ensure that lower-level needs are satisfied so that students function at higher levels.

a. True
b. False

Answer 19

a. True

Question 20

Pointing out to students how well they have learned particular skills improves academic self-concept.

a. True
b. False

Answer 20

a. True

Question 21

What is the relationship between academic self-concept and achievement?

a. Academic self-concept causes gains in achievement.	
b. Achievement causes gains in academic self-concept.	
c. Academic self-concept and achievement have reciprocal effects.	
d. Academic self-concept and achievement are largely unrelated.

Answer 21

c. Academic self-concept and achievement have reciprocal effects.

Question 22

Why do psychologists recommend technology for motivating students?
Choose 4

a. Students enjoy and learn best through visual games.
b. Virtual environments offer students control over their own learning.
c. Technology engages students to persist despite difficulties.
d. Email and messaging systems heighten students’ interest.
e. Connections to real people provide extrinsic and intrinsic motivation

Answer 22

b. Virtual environments offer students control over their own learning.
c. Technology engages students to persist despite difficulties.
d. Email and messaging systems heighten students’ interest.
e. Connections to real people provide extrinsic and intrinsic motivation

Question 23

How is technology used as a source of motivation?
Choose 4

a. Fantasy environments excite student interest and persistence.
b. The novelty of technology keeps students interested for extended periods of time.
c. Drill-and-practice programs provide immediate feedback.
d. A sense of confidence is gained from audience interaction.
e. Technology connects students to real people and events.

Answer 23

a. Fantasy environments excite student interest and persistence.
c. Drill-and-practice programs provide immediate feedback.
d. A sense of confidence is gained from audience interaction.
e. Technology connects students to real people and events.

Question 24

What factors have been shown to positively affect academic motivation?
Choose 3

a. interest in a particular subject
b. how one accounts for success and failure
c. the number of years a teacher has taught a particular grade or subject
d. the level of cultural and ethnic diversity that exists in a classroom
e. the extent to which a student’s deficiency needs are satisfied

Answer 24

a. interest in a particular subject
b. how one accounts for success and failure
e. the extent to which a student’s deficiency needs are satisfied

Question 25

Reinforcement is effective in raising motivation when:

a. interest is low and rewards are valued.	
b. interest is low and rewards are disregarded.	
c. interest is high and rewards are conditional.	
d. interest is high and rewards reduce internal desire.

Answer 25

a. interest is low and rewards are valued.

Question 26

A student with high self-efficacy attributes:

a. success primarily to intelligence.	
b. success primarily to effort.	
c. success primarily to luck.	
d. failure primarily to lack of ability.

Answer 26

b. success primarily to effort.

Question 27

How do teachers unwittingly encourage self-handicapping behaviors?

a. by attributing student success to hard work	
b. by encouraging students to adopt mastery goals	
c. by using a norm-referenced grading system	
d. by blaming poor performance on lack of effort

Answer 27

c. by using a norm-referenced grading system

Question 28

Which statements reflect an attribution that affects academic motivation?
Choose 3

a. “I just have a poor head for numbers.”
b. “I didn’t really study for the exam.”
c. “That was the fifth test I’ve taken this semester.”
d. “I guessed wrong about which sections of the book to study.”
e. “My best friend just moved to another town.”

Answer 28

a. “I just have a poor head for numbers.”
b. “I didn’t really study for the exam.”
d. “I guessed wrong about which sections of the book to study.”

Question 29

Ever since moving into middle school, Janice has been ignored by most of her classmates and, as a result, her grades have suffered considerably. Which aspect of Maslow’s need hierarchy best explains Janice’s low level of motivation?

a. esteem	
b. self-actualization	
c. belongingness	
d. safety

Answer 29

c. belongingness

Question 30

Why do the authors advise teachers that their role is to “teach, not sort”?

a. Students sort themselves into different groups.	
b. Teachers are not paid enough to sort students into categories.	
c. Teachers establish conditions that determine students’ motivation.	
d. Teachers were never taught how to sort students.

Answer 30

c. Teachers establish conditions that determine students’ motivation.

Question 31

Which statement best reflects self-efficacy?

a. “My academic skills are about average.”	
b. “I feel superior to most people.”	
c. “I’m thinking of being an oceanographer when I grow up.”	
d. “I think I’m a better fiction writer than most of my friends.”

Answer 31

d. “I think I’m a better fiction writer than most of my friends.”

Question 32

Digital environments have been shown to have a negative effect on students’ motivation to learn.

a. True
b. False

Answer 32

b. False

Question 33

According to research, when would technology most likely generate positive motivational effects?

a. Games are used as rewards for completing worksheets.	
b. Drill and practice programs require rote memorization.	
c. Students connect electronically for a collaborative project.	
d. Classes are scheduled using an online computer program.

Answer 33

c. Students connect electronically for a collaborative project.