BEP 565 Chapter 7

According to Weiner's attribution theory, which of the following achievement attributions will lead to the highest expectancy of repeating a success we've accomplished? a. "I did well because I'm good at this task." b. "I did well because even though I did not study hard." c. "I did well because I studied the right material." d. "I did well because this test was not ambiguous."

*a. "I did well because I'm good at this task."

A child with an extrinsic orientation toward achievement might say _____ . a. I work hard at school to please my parents b. I am so happy when I get an A c. It feels good to get the average grade in my class d. none of these

*a. I work hard at school to please my parents

Compared to youngsters who are insecurely attached to their parents, those who are securely attached a. are more willing to apply their intellectual competencies to new challenges b. are less intellectually competent c. both of these d. none of these

*a. are more willing to apply their intellectual competencies to new challenges

Children who live in stimulating homes (as assessed by the HOME inventory) are more likely than those living in less stimulating homes to _____. *a. display good academic achievement b. adopt an extrinsic orientation to achievement challenges c. both of these d. none of these

*a. display good academic achievement

An incremental view of ability is reflected in a. the belief that one's ability can be improved through increased effort and practice b. the tendency to give up or stop trying after failing a number of times c. the tendency to make internal-stable attributions for successes and failures d. the belief that ability is not influenced much by effort or practice

*a. the belief that one's ability can be improved through increased effort and practice

Which of the following teacher comments does Dweck's research indicate would be most likely to encourage a child who fails to try harder rather than to give up? a. "You're not very good at this, are you?" b. "I bet you just need to give more time to these assignments and you would perform better." c. "Luck was sure on your side this time." d. "Maybe the force be with you."

*b. "I bet you just need to give more time to these assignments and you would perform better."

Which of the following comments would be most effective in praising a success if our ultimate objective was to convince a youngster to be persistent at future tasks that he or she has failed to master. a. "May the Force serve you well!" b. "That's great, Sammy; you worked hard and found a good way to do it!" c. "Wonderful, Ann; you are such a smart little girl!" d. "Good job; you certainly didn't look stupid on this task!"

*b. "That's great, Sammy; you worked hard and found a good way to do it!"

Whereas McClelland attributed individual differences in achievement behavior to differences in _____, Atkinson suggested that achievement behavior also depends on the person's _____. a. achievement motivation; mastery orientation b. achievement motivation; achievement expectancies and the value of the objective c. motive to avoid failure; achievement expectancies and the value of the objective d. motive to avoid failure; motive to attain success

*b. achievement motivation; achievement expectancies and the value of the objective

According to Stipek and her associates, young children begin to show their pride (rather than pleasure) in mastering a challenge and true shame (rather than disappointment) when they fail to achieve once they a. can recognize themselves in a mirror b. have adopted performance standards that define success and nonsuccess c. interpret losing a competition as a clear failure d. know that successes typically elicit approval from others, whereas nonsuccess may elicit disapproval

*b. have adopted performance standards that define success and nonsuccess

A person who dreads being evaluated and is highly concerned about the prospect of failing is _____. a. low in the need for achievement b. high in the motive to avoid failure c. high in the motive to avoid success d. all of these

*b. high in the motive to avoid failure

Ms. Herlocker is a first-grade teacher who sets mastery goals in the classroom and who praises children more for their effort than for the actual quality of the work they complete. Ms. Herlocker's teaching style is likely to promote a(n) _____ in her students. a. learned helplessness orientation b. incremental view of ability c. joy in performance orientation d. entity view of ability

*b. incremental view of ability

Which of the following types of adult commentary is most likely to foster a mastery orientation? a. one that points out a child's errors b. one that suggests that errors indicate the need for a change in tactics c. one that emphasizes avoiding errors d. one that involves comparison to others and fosters competition with other children

*b. one that suggests that errors indicate the need for a change in tactics

Compared to those who are intrinsically motivated to achieve, children with an extrinsic orientation a. see themselves as more competent at academic tasks b. strive to win recognition or tangible incentives for their accomplishments c. prefer more challenging academic tasks rather than easier ones d. get moderate grades at school

*b. strive to win recognition or tangible incentives for their accomplishments

Anakin, a highly motivated 12th grade Hispanic American student performs well in the classroom but consistently makes low scores on standardized achievement tests. His explanation: "I simply choke on the standardized tests." One plausible explanation for Pablo's performance is a. Anakin's lack of preparation for the test b. that stereotype threat undermines Anakin's performance c. Anakin does not want to be affect by the dark side d. learned helplessness

*b. that stereotype threat undermines Anakin's performance

Which of the following represents an internal, unstable attribution for a grade? a. "If I wasn't so dumb I would do better." b. "If the test had been more fair I'd have done better." c. "If I had studied more I'd have done better." d. "I'd do much better if the teacher liked me."

*c. "If I had studied more I'd have done better."

Economic hardship may contribute to poor academic performances by _____. a. undermining parents' capacity to be sensitive, supportive, and highly involved in their children's scholastic activities b. decreasing the likelihood that children will have age-appropriate toys, books, and other educational resources available to them c. both of these d. none of these

*c. both of these

Billy makes good grades at school because he desires the praise and recognition from others that he usually receives when he does well. This reflects Billy's a. high need for achievement b. intrinsic orientation to achievement c. extrinsic orientation to achievement d. strong mastery motivation

*c. extrinsic orientation to achievement

Cross-cultural research on achievement suggests that a. members of collectivist societies train their children to be independent, assertive, and venturesome b. members of individualistic societies train their children to be obedient, responsible, and cooperative c. people from different societies conceptualize achievement in very different ways d. members of collectivist societies train their children to be independent, assertive, and venturesome and members of individualistic societies train their children to be obedient, responsible, and cooperative

*c. people from different societies conceptualize achievement in very different ways

According to Weiner's cognitive theory of achievement, a person's future achievement behavior in a particular domain depends very heavily on his/her a. general intelligence b. achievement motivation c. motivation to avoid failure d. causal attributions for past performance in that domain

*d. causal attributions for past performance in that domain

According to Weiner's attribution theory, which of the following is said to be a stable cause for an achievement outcome? a. amount of effort expended b. luck c. both of these d. none of these

*d. none of these