Question 1

Mr.Maleska has high expectations for his students' classroom performance.With this fact in mind, we would expect him to:
A)Insist on perfection in students' classwork
B)Give students many challenging tasks
C)Give little if any feedback about how students are doing
D)Give his students more help than they really need to complete tasks successfully

Accepted Answer

Mr. Maleska's high expectations indicate that he believes his students are capable of reaching and surpassing challenging goals. Therefore, we would expect him to give them many challenging tasks to help them reach their potential. Insisting on perfection (A) may be unrealistic and possibly discouraging for the students. Giving little feedback (C) is not effective in helping students improve, and giving too much help (D) may prevent students from developing their own problem-solving skills.

Question 2

Which one of the following statements reflects an entity view of intelligence?
A)"Practice makes perfect."
B)"Phoebe is one of the brightest students I know."
C)"If at first you don't succeed, try, try again."
D)"The more you know about a topic, the more quickly and easily you can learn new things about it."

Accepted Answer

The answer of Which one of the following statements reflects...

Question 3

Alexander is doing poorly in class.It seems that no matter how hard he tries, he fails. Finally he just stops trying.As his teacher, you want to motivate Alexander to try again.Considering the textbook's discussion of strategies for enhancing students' motivation, which one of the following should you do?
A)Encourage Alexander to try harder.
B)Provide the support Alexander needs to succeed.
C)Attribute Alexander's failures to factors beyond his control.
D)Praise Alexander frequently regardless of what he is or is not doing.

Accepted Answer

The answer of Alexander is doing poorly in class.It seems...

Question 4

Considering research regarding when teacher expectation effects are most likely to occur, which teachers should be most careful to communicate high expectations for students' performance?
A)First- and second-grade teachers
B)Third- and fourth-grade teachers
C)Teachers of students who are finishing their second year of high school
D)Teachers of students who are beginning their final year of high school

Accepted Answer

The answer of Considering research regarding when teacher expectation effects...

Question 5

In which one of the following situations does a teacher's behavior reflect low expectations for a student's classroom performance?
A)Ms.Ingalls rarely interacts with Joseph.
B)Ms.Littlefield assigns Owen a difficult math problem.
C)Mr.Oya gives René positive feedback when she performs well.
D)Mr.Montoya asks Mei-Yau thought-provoking questions in class.

Accepted Answer

The answer of In which one of the following situations...

Question 6

Mr.Richardson does not expect much of his students from a poor, inner-city neighborhood.Given what we know about the effects of teacher expectations, which outcome is most likely?
A)His students are more likely to develop a realistic understanding of their own strengths and weaknesses than they would otherwise.
B)His students are likely to develop more positive self-concepts than they would otherwise.
C)His students are likely to learn information in a rote rather than meaningful fashion.
D)His students are likely to achieve at a lower level than they would otherwise.

Accepted Answer

The answer of Mr.Richardson does not expect much of his...

Question 7

Eileen is reluctant to go out for the school soccer team.We want to enhance her self- confidence about becoming a successful soccer player.If we consider attribution theory, the best thing we can say to Eileen is:
A)"Skill in soccer is totally a function of how hard you work at the game."
B)"You have some natural athletic ability, and practice will make you even better."
C)"Some people are just naturally good soccer players, and I've seen signs that you're probably one of them."
D)"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."

Accepted Answer

Choice B acknowledges that Eileen has some natural athletic ability, which can boost her self-confidence, but also emphasizes that practice and hard work are important for success. This aligns with the idea of attribution theory that success is a combination of both internal factors (ability) and external factors (effort and practice). Choices A, C, and D are either too simplistic or dismissive of the role of effort and practice in achieving success.

Question 8

Three of the following strategies are consistent with the textbook's recommendations for forming expectations and attributions for students' performance.Which one is not consistent with the textbook's recommendations?
A)Assume that every student has one or more areas of strength.
B)Keep in mind that teachers do make a difference in students' lives.
C)Limit your assessments of student achievement to informal observations.
D)Communicate the belief that learning more effective strategies may help students perform more successfully.

Accepted Answer

The textbook recommends using a variety of assessments, both formal and informal, to accurately gauge student achievement. Limiting assessments to solely informal observations may not provide a full picture of a student's strengths and weaknesses. Choices A, B, and D are consistent with the textbook's recommendations.

Question 9

You have several students with learning disabilities in your class, and you want to help them improve their reading skills.From the perspective of attribution theory, you should:
A)Reinforce them when they demonstrate proficiency in reading.
B)Punish them when they don't read as well as they are capable of reading.
C)Help them discover that they can improve with effort and practice.
D)Remind them how important reading will be for their success in life.

Accepted Answer

According to attribution theory, individuals with learning disabilities may have a tendency to attribute their lack of success to internal factors, such as lack of ability or intelligence. One way to help them improve their reading skills is to encourage them to see that their abilities can improve with effort and practice, rather than being fixed traits they have no control over. Additionally, punishing or reminding them of the importance of reading may not be as effective in improving their skills as providing them with support, resources, and opportunities to practice and build their confidence. Therefore, reinforcing their efforts and helping them see that their abilities can improve are the best strategies for addressing reading difficulties.

Question 10

Three of the following statements are true with regard to student diversity in motivation.Which one is false?
A)Students in Western countries are more likely than their Asian peers to work diligently on boring classroom tasks.
B)Students from some ethnic minority groups may be especially interested in achieving high grades as a way of making their parents proud.
C)On average, girls tend to be more discouraged by failure than boys are.
D)Girls are more likely than boys to try hard in school and earn good grades.

Accepted Answer

The statement that students in Western countries are more likely than their Asian peers to work diligently on boring classroom tasks is false. Research has actually shown the opposite, with Asian students often placing a greater emphasis on hard work and diligence in academic pursuits. The other statements are generally true, with some caveats to specific individuals and cultures.

Question 11

Three of the following statements accurately describe cultural and 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 less 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)Some Hispanic students set mastery goals for themselves and others rather than for themselves alone.

Accepted Answer

Research has shown that on average, Asian students are more likely to prioritize academic achievement and getting good grades than students from other ethnic groups. This does not mean that they are less concerned about grades, but rather that they may value other aspects of education such as effort and persistence.

Question 12

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

Accepted Answer

The answer of Which one of the following alternatives best...

Question 13

Virginia is 4 years old.Georgia is 14 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.

Accepted Answer

The answer of Virginia is 4 years old.Georgia is 14...

Question 14

Three of the following statements characterize students with learned helplessness.Which one does not characterize learned helplessness?
A)They set low goals for themselves.
B)They become easily discouraged when they fail.
C)They have little confidence in their ability to succeed.
D)They are usually young children rather than older children or adolescents.

Accepted Answer

The answer of Three of the following statements characterize students...

Question 15

Mark and Sarah are two eighth-grade students who have just failed a math test. Considering gender differences in students' explanations for failure, how are the two students likely to explain their poor test performance?
A)Mark will think that he failed because he "just can't do math." Sarah will think, "I got an F because I didn't work hard enough on this subject-I could have studied more."
B)Mark will attribute his failure to a lack of effort, thinking, "I didn't study very hard because I don't need to get good grades." Sarah will think, "I'm just not very good at math."
C)Mark will think that he isn't very lucky when it comes to tests, and Sarah will think that she failed because she didn't have her friends help her study.
D)Mark will think, "I got an F because I'm not smart enough to do this math." Sarah will think, "I failed because the teacher hates me and the test wasn't fair."

Accepted Answer

According to research on gender differences in explanations for failure, boys are more likely to attribute their failure to a lack of effort or a lack of motivation, while girls are more likely to attribute their failure to a lack of ability or a lack of natural talent. Therefore, it is likely that Mark will attribute his failure to not studying hard enough, while Sarah will attribute her failure to not being good at math.

Question 16

Ms.Simons believes that Jeremy has the ability to do much better on math tests than he is currently doing.Given the textbook's discussion of teacher attributions, how is Ms.Simons most likely to act toward Jeremy?
A)She'll completely ignore Jeremy, in an attempt to extinguish his nonproductive behavior.
B)She'll express sympathy and pity when he doesn't do well.
C)She'll be annoyed when he doesn't do well.
D)She'll model performance goals for Jeremy.

Accepted Answer

The answer of Ms.Simons believes that Jeremy has the ability...

Question 17

Which one of the following is a student who has developed learned helplessness about his or her spelling ability most likely to say?
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."

Accepted Answer

The answer of Which one of the following is a...

Question 18

From the perspective of attribution theory, in which way are teachers' attributions to effort most likely to backfire?
A)When students fail at a task at which they have tried very hard and are then told that they didn't try hard enough, they may decide they simply don't have the ability to do the task and give up.
B)When students fail at a task at which they have not tried very hard and are then told that they didn't exert enough effort, they are likely to feel either embarrassed or angry.
C)When students are told that they didn't try hard enough at a task that they expended quite a bit of effort on, they are likely to decide that the subject area has little relevance to their own lives and needs.
D)When students are told that they didn't exert enough effort, and they really didn't try very hard, they are likely to attribute their failure to an external factor and not accept responsibility for it.

Accepted Answer

According to attribution theory, if a student fails at a task despite trying hard and is then told that they didn't try hard enough, the student is likely to make an internal attribution (I am not good enough), which can lead to demotivation and giving up. This is because the teacher's attribution of lack of effort conflicts with the student's experience of trying hard, and creates cognitive dissonance. This can backfire if the student starts attributing failure to a lack of ability, which can harm self-esteem and motivation.

Question 19

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)Exert more effort next time
B)Develop a mastery orientation
C)Have high self-efficacy for academic tasks
D)Conclude that they will have difficulty with more challenging tasks

Accepted Answer

The answer of Students have just done well on what...

Question 20

Students in Mr.Green's eighth-grade English class spend much of their class time memorizing definitions of vocabulary words and completing workbook exercises involving practice with grammatical rules.In contrast, students in Mr.Gray's eighth- grade English class spend much of their time writing stories and essays and critiquing one another's work.Without knowing anything else about the two classes, we might reasonably guess that:
A)Mr.Green's students value good writing more than Mr.Gray's students.
B)Mr.Green's students are more intrinsically motivated than Mr.Gray's students.
C)Mr.Green's students are more likely to have mastery goals and Mr.Gray's students are more likely to have performance-approach goals.
D)Mr.Green teaches in a low-income neighborhood, whereas Mr.Gray teaches in a more affluent school district.

Accepted Answer

The answer of Students in Mr.Green's eighth-grade English class spend...

Quiz 11: Motivation and Affect

Mr.Maleska has high expectations for his students' classroom performance.With this fact in mind, we would expect him to:

Which one of the following statements reflects an entity view of intelligence?

Considering research regarding when teacher expectation effects are most likely to occur, which teachers should be most careful to communicate high expectations for students' performance?

In which one of the following situations does a teacher's behavior reflect low expectations for a student's classroom performance?

Mr.Richardson does not expect much of his students from a poor, inner-city neighborhood.Given what we know about the effects of teacher expectations, which outcome is most likely?

Eileen is reluctant to go out for the school soccer team.We want to enhance her self- confidence about becoming a successful soccer player.If we consider attribution theory, the best thing we can say to Eileen is:

Three of the following strategies are consistent with the textbook's recommendations for forming expectations and attributions for students' performance.Which one is not consistent with the textbook's recommendations?

You have several students with learning disabilities in your class, and you want to help them improve their reading skills.From the perspective of attribution theory, you should:

Three of the following statements are true with regard to student diversity in motivation.Which one is false?

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

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

Virginia is 4 years old.Georgia is 14 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:

Three of the following statements characterize students with learned helplessness.Which one does not characterize learned helplessness?

Mark and Sarah are two eighth-grade students who have just failed a math test. Considering gender differences in students' explanations for failure, how are the two students likely to explain their poor test performance?

Ms.Simons believes that Jeremy has the ability to do much better on math tests than he is currently doing.Given the textbook's discussion of teacher attributions, how is Ms.Simons most likely to act toward Jeremy?

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

From the perspective of attribution theory, in which way are teachers' attributions to effort most likely to backfire?

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