Motivation Chapter 4 Exam Questions

CHAPTER 4 TEST BANK

Multiple Choice

1. What is motivation?
   1. The direction and intensity of one's effort
   2. A person's overall view of him or herself as being generally capable
   3. A desire to achieve at a high level specifically within a sport setting
   4. A phenomenon in which the presence of external rewards undermines intrinsic interest

88

1. Why do those who are high in achievement motivation tend to perform at high levels?
   1. They are focused on mastering a task
   2. They are focused on outperforming the competition
   3. They are focused on avoiding failure
   4. They are prone to social loafing

88

1. What seems to be the impact of testosterone on motivation?
   1. Testosterone seems to be linked with higher competitiveness
   2. Testosterone is linked with higher levels of extrinsic motivation
   3. Testosterone is linked with a greater need for verbal praise
   4. Testosterone seems to be linked with lower levels of aggression

89

1. Intrinsic motivation, when compared to extrinsic motivation, leads to higher levels of:
   1. Performance
   2. Aggression
   3. Social loafing
   4. Stress

89

1. Why should owners of teams be wary of giving players big contracts?
   1. The players' motivation drops, and they tend not to play as well the following year
   2. They players often complain that they are not receiving as high of a salary as they expected
   3. The players often focus too much on their performance as compared to their teammates
   4. The players often burnout within 3 years of receiving a large contract

90, 92

1. Which type of extrinsic reward tends to lead to an increase in intrinsic motivation?
   1. Verbal praise
   2. Awards and trophies
   3. Days off from practice
   4. Team parties

91

1. If an athlete sees an external reward as controlling their behavior, what tends to happen?
   1. Their intrinsic motivation drops
   2. Their intrinsic motivation increases
   3. They participate in self-handicapping
   4. They participate in social loafing

92

1. Seeing external rewards as controlling, informational, or functionally significant, is part of which theory?
   1. Cognitive evaluation theory
   2. Integrated theory of intrinsic and extrinsic motivation in sport
   3. Need achievement theory
   4. Self-efficacy theory

91

1. In the study by Amorose & Horn (2000), what was discovered about students who were on athletic scholarships?
   1. All of the above
   2. Athletes on scholarship reported higher levels of intrinsic motivation
   3. Athletes who see their coach as less controlling show a positive relationship between scholarship status and perceived competence
   4. Athletes with coaches who used positive feedback and emphasized training showed higher levels of intrinsic motivation that athletes with coaches who used other styles

93

1. The integrated theory of intrinsic and extrinsic motivation in sport states that if one experiences success, one's perceptions of competence, autonomy, and relatedness will increase, therefore:
   1. Increasing intrinsic motivation and positive consequences
   2. Increasing extrinsic motivation and positive consequences
   3. Decreasing intrinsic motivation and negative consequences
   4. Decreasing extrinsic motivation and positive consequences

93

1. In a study by Radel, Sarrazin, & Pelletier (2009), participants were primed with either autonomous words, controlling words, or strings of letters before performing a task. What was their finding?
   1. Autonomous choice may play an important role in enhancing intrinsic motivation, effort, and performance
   2. Controlling factors may play a significant role in increasing persistence and effort
   3. Autonomous choice may decrease enjoyment of a task, even if the participant performs well on the task
   4. The researchers did not find significant differences between the participants who were primed with autonomous words and those primed with controlling words

95

1. Why might an athlete fall prey to social loafing?
   1. They feel that their individual contribution won't be identified
   2. They are strongly competitive and wish to outperform their teammates
   3. They are motivated by intrinsic factors, such as improving their skill set
   4. They see it as beneficial to the entire team, even if detrimental to themselves

95

1. If a swimmer is participating in social loafing, what can be expected when he or she is participating in a 4-person relay, and the swimmer is in the first position?
   1. He or she will swim slower that he or she would if in an individual race
   2. He or she will swim faster than the rest of their teammates, although slower than he or she would in an individual race
   3. He or she will swim at the same rate as during an individual race
   4. He or she will swim slower than their teammates, but faster than he or she would during an individual race

95

1. The need achievement theory would predict that an athlete who is a low achiever will seek out what type of situation?
   1. A situation in which there is either a high or very low likelihood of success
   2. A situation in which there is about a 50-50 chance of success
   3. A moderately challenging situation
   4. A situation in which the other competitors are at about their same level

96

1. The self-efficacy theory describes what as having an important role in success?
   1. The belief in one's own ability to carry out a given task
   2. High levels of praise from coaches and teammates
   3. The ability to block out distractions and focus on the goal
   4. All of the above

97

1. According to competence motivation theory, what should happen if an athlete experiences negative results?
   1. The athlete experiences negative feelings which leads to a decrease in competence motivation
   2. The athlete will experience a sense of shame, leading to stronger work ethic and increased competence
   3. The athlete will show persistence and increased efforts towards excellence
   4. The athlete will display high competence motivation, resulting in positive affect

98-99

1. Cognitive efficiency, physical skills/training, and resilience are all parts of which model?
   1. Sport-confidence model
   2. Model of self-efficacy
   3. Model of need achievement theory
   4. None of the above

99

1. If an athlete is high on confidence (according to the sport-confidence model), what would happen during a competition if the athlete made a mistake?
   1. The athlete would bounce back from the mistake and perform well
   2. The athlete would focus on the mistake, performing poorly, but training harder after the competition
   3. The athlete would focus of outperforming their opponents
   4. The athlete would give up and experience burnout within the next few months

99

1. Someone who is task (or mastery) goal oriented will most likely do which of the following?
   1. Choose a challenging task
   2. Compete against opponents they can easily defeat
   3. Feel high levels of pressure and tension
   4. Engage in self-handicapping

100-101

1. Someone who is ego (or performance) goal oriented will most likely do which of the following?
   1. Compete against opponent who they believe they can beat
   2. Choose a challenging task
   3. Strive for a personal best
   4. Experience high levels of interest and enjoyment

101

1. What could a coach do in order to create a mastery-focused environment?
   1. All of the above
   2. Value each athlete's role
   3. Emphasize working hard
   4. Emphasize showing improvement over time

102

1. What is one of the benefits of a mastery-focused environment?
   1. Higher levels of perceived competence
   2. Better than a 50-50 record
   3. Performance goal orientated athletes
   4. All of the above

103

1. Which is an example of a performance goal with a focus on avoiding an undesirable goal?
   1. Not being outscored by an opponent
   2. Being faster than one's teammate
   3. Improving one's skill at a particular task
   4. Not failing to show improvement at a particular task

102-103

1. Why is it important to create different types of environments for different people?
   1. People are motivated by different things
   2. People become bored easily
   3. People expect choices
   4. None of the above

106-107

1. Why do youth sports involve modifications of rules or equipment?
   1. In order to allow for successful experiences
   2. To create a performance goal oriented environment
   3. To deter social loafing
   4. All of the above

105

1. Which of the following would help create a motivating environment?
   1. Setting realistic performance goals
   2. Encouraging winning at all costs
   3. Emphasizing beating your opponent
   4. Placing higher value on the best players

105

1. In Impact on Youth, researchers surveyed boys aged 12 to 15, and asked about the motivational climate of their team, as well as their own self-esteem. What was the researchers' conclusion?
   1. Environments created by teammates, coaches, and parents have an impact on children's athletic experience
   2. The motivational climate was strongly correlated with the skills levels of the players
   3. There was no difference in the reported self-esteem between boys playing in a mastery-focused environment and those playing in a performance-focused environment
   4. The environments created by the coaches and other players affected only the perceived confidence of the players, but not their levels of enjoyment.

106

1. Which of the following would be considered a social reward?
   1. Praise
   2. A medal
   3. Having a team party
   4. Having a day off from practice

107

1. How can coaches motivate young or new athletes, who may experience a lot of frustration as they are learning new skills?
   1. All of the above
   2. Provide frequent reinforcement
   3. Reward behavior that is close to the desired behavior
   4. Use the appropriate kind of reinforcement

104-108

1. Why is it important to give positive and personal feedback?
   1. All of the above
   2. It shows that mistakes are part of learning
   3. It marks progress towards goals
   4. It demonstrates that coaches are genuinely interested in helping their athletes learn and improve

108

True/False

1. Women and men tend to be equally competitive.
2. A desire to learn a new skill would be an example of intrinsic motivation.
3. External rewards, such as trophies, tend to produce better outcomes than intrinsic rewards.
4. An athlete may be more strongly motivated by avoiding failure than achieving success.
5. The model of self-efficacy shows vicarious experiences as one of the factors contributing to self-efficacy.
6. Past performance is a better predictor of future performance than self-efficacy.
7. Athletes who are high on sport confidence tend to use less mastery and arousal imagery.
8. An athlete who participates in self-handicapping is likely to have low self-esteem.
9. Athletes who are mastery goal orientated tend to show more sportsmanship than those who are performance goal oriented.
10. Social approval goal orientation may lead to higher performance levels when working with a team, rather than individually.
11. The type of environment created by the coach has little impact on the motivations of the athletes.
12. Performance-focused environments are associated with anxiety, poor outcomes, and fear of being punished for mistakes.
13. Intrinsic motivation decreases when people are able to experience some type of success.
14. Individual control helps increase motivation by giving players more of a personal stake in decision-making.
15. People tend to have similar motivations which do not change much over time.

Critical Thinking

1. Do differences in testosterone explain all the difference between men and women in competitiveness? Why or why not?
2. Why is the link between motivation-performance likely to be bi-directional? Give an example to demonstrate your answer.
3. Provide two impacts external rewards may have on performance. Provide an example to demonstrate each possibility.
4. Why do some social settings produce social loafing while others are motivating?
5. If increasing self-efficacy is important for increasing performance, should coaches ever be critical of their players? (Is there a limit to increasing an athlete’s self-efficacy?)