BEP 305- Quiz 6

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 be annoyed when he doesn't do well. B. She'll express sympathy and pity when he doesn't do well. C. She'll completely ignore Jeremy, in an attempt to extinguish his nonproductive behavior. D. She'll model resilient self-efficacy for Jeremy.

A

Which one of the following alternatives exemplifies situational interest rather than personal interest? A. Adam finds the Guinness Book of World Records on a library shelf and is intrigued by the strange people it describes. B. Blaine can't think of anything he'd rather do than play video games with his friends. C. Chuck spends every weekend working on the 1951 Chevy in his garage. D. Dave loves to snorkel at the beach and hopes to major in marine biology when he goes to college.

A

In fifth grade last year, Elena was a happy, easygoing student. Now that she's moved to junior high school and begun sixth grade, she's becoming increasingly anxious and uptight. Three of the following alternatives are probable reasons for her growing anxiety. Which alternative is least likely to be true? A. It's harder to get the good grades she was used to getting in elementary school. B. Her junior high school teachers want to know more about her than her fifth-grade teacher ever did. C. Now that she's reached puberty, she's uncomfortable with the many ways in which her body is changing. D. Assignments require more independence and self-reliance, and it's up to her to seek help if she needs it.

B

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. Decrease club members' expectations for success in their activities B. Enhance club members' sense of autonomy C. Reduce club members' interest in public service D. Encourage club members to have external attributions about their activities

B

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. She has little or no chance of ever skating professionally B. She can become an excellent skater if she continues to work at it C. Good skating is all a matter of luck D. Professional skating is beyond the reach of all but a few very talented individuals

B

Which one of the following is most likely to be a core goal? A. Wanting to find a date for the senior prom B. Wanting to do well in school C. Looking desperately for something to drink after a strenuous workout D. Trying to find a misplaced homework assignment that is due tomorrow

B

Which one of the following statements indicates that the speaker is focused on a performance-avoidance goal? A. "This is my chance to show all my classmates how smart I am." B. "Boy, I hope I don't get this problem wrong. If I do, I'll look like an idiot." C. "I'd really like to become a better math student. I hope the teacher gives me feedback about how I can improve my skills." D. "I need to do well in my science classes so I can get into a good engineering school."

B

Teachers can probably best help students overcome debilitating anxiety in the classroom by: A. Downplaying the importance of education; putting less emphasis on working hard and more emphasis on relaxing and having fun B. Allowing them to work at whatever subjects they like best until they feel ready to tackle other, potentially more difficult subjects C. Helping them discover that they can succeed with effort and that mistakes can be corrected D. Reminding them how important it is that they demonstrate mastery of the school district's instructional objectives for the year

C

Three of the following students are not academically engaged. Which one is academically engaged? A. As two of the students in Jay's class group discuss the science experiment they just completed, Jay talks to another student about his new iPad. B. Sue looks out the window during French class thinking about her soccer game later in the day. C. While the rest of the class is writing their papers, Jeremy sits at his desk thinking of ideas for his paper, but does not write anything. D. Bill draws cars in his notebook during math class ignoring the lecture his teacher is presenting.

C

Which one of the following examples 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 set high goals and seek challenges. Students with learned helplessness underestimate their abilities and set low goals. D. 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.

C

Which one of the following examples best illustrates the concept of situated motivation? A. Nathan gets extremely upset when he earns 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. Polly is afraid of deep water because once, when she was a little girl, she almost drowned. C. Last year Ophelia was bored to tears in history class, but this year she loves history because her teacher conducts many activities that make the subject come alive. 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.

C

Which one of the following statements best reflects the concept of collective self-efficacy? A. Over time, students develop a general sense of self-efficacy that influences their performance in a wide variety of content domains. B. As students get older, their self-confidence about performing certain tasks becomes fairly stable and so is less influenced by any single success or failure experience. C. Students may have greater confidence about accomplishing a task when they work with others rather than alone. D. Some students have greater self-confidence when they have technological resources (spreadsheet software, Internet access, etc.) to help them in their efforts.

C

Which one of the following students is attributing success or failure on a geology test to an internal source and thinks the cause is unstable and controllable? A. Emily says she did well on her test because she is smart in science. B. Jane says she failed the test because it was too difficult. C. Drew says he did well on the test because he studied hard. D. Joe says he studied hard but failed because he just isn't any good in geology.

C

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 autonomy C. Her need for arousal D. Her need for competence

D

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 the role of attributions in motivation, the best thing we can say to Eileen is: A. "Some people are just naturally good soccer players, and I've seen signs that you're probably one of them." B. "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." C. "Skill in soccer is totally a function of how hard you work at the game." D. "You have some natural athletic ability, and practice will make you even better."

D

Learners often have multiple goals that they want to accomplish. Under such circumstances, they may do any three of the following. Which one are they least likely to do? A. Pursue one or two goals first, leaving others to be accomplished at a later time B. Redefine their ideas about what it means to achieve their goals successfully C. Find activities that enable them to accomplish two or more goals simultaneously D. Become so frustrated that they don't accomplish even one of their goals

D

Three of the following statements characterize students with learned helplessness. Which statement is not accurate about students with 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.

D

Which one of the following illustrates personal interest rather than situational interest? A. Jennifer is puzzled when a peeled hardboiled egg is suddenly sucked into a bottle after the teacher lights a fire inside the bottle. B. Trent gets totally wrapped up in the new adventure novel he reads during free time. C. Riley can't wait to find out what's in the big cardboard box his teacher has brought to school today. D. Victoria loves ballet and wants to become a ballerina when she grows up.

D

Which one of the following statements is most accurate about how anxiety affects learners' performance? A. Anxiety is detrimental when, and only when, it leads to hot cognition. B.The best way to deal with anxiety is to eliminate it. Totally relaxed individuals learn more and perform better. C. High anxiety can facilitate performance on very difficult tasks, but it may get in the way when learners try to do tasks they have learned to do quickly and automatically. D. A little bit of anxiety can facilitate learning and performance, and high anxiety can facilitate performance on very easy tasks.

D

Which one of the following students clearly has a mastery goal rather than a performance goal? A. Alice stays away from science courses because she's never done very well in science. B. Boris wants the recognition that being a star football player will bring him. C. Cal is relieved to learn he passed his English composition course. D. Dinah doesn't worry about making mistakes as long as she knows she's making progress.

D