Test Bank Ch.12 Woolfolk Motivation In Learning And Teaching

Woolfolk et al., Educational Psychology, 7^th Canadian edition

Chapter 12: Motivation in Learning and Teaching

Multiple Choice Questions

1. Which one of the following statements is the most accurate definition of motivation?

A) An inner state that arouses, directs, and maintains a person's behaviour

B) An inner state that causes a person to initiate an action

C) The level of involvement a person has in a chosen activity

D) The degree of persistence a person has toward completing an activity

Page Ref: 415

Skill: Knowledge

1. On Sunday afternoon, Rick spent a couple of hours picking up discarded bottles and cans from a picturesque section of the wildlife refuge, even though he knew he would not get paid anything for his efforts. Rick's motivation is best described as being

A) attributed.

B) deferred.

C) extrinsic.

D) intrinsic.

Page Ref: 417

Skill: Understanding

1. Being interested in a task because the activity is enjoyable is what type of motivation?

A) Extrinsic

B) Intrinsic

C) State

D) Trait

Page Ref: 417

Skill: Knowledge

1. Ms. Riley tells the class, "If we have a good lesson on fractions, I will credit each of you with a bonus point." She is trying to stimulate what type of motivation?

A) Extrinsic

B) Intrinsic

C) Stable

D) Trait

Page Ref: 417

Skill: Understanding

1. Externally imposed reward systems seem particularly appropriate for students who are

A) interested in the subject.

B) intrinsically motivated.

C) not interested in the subject.

D) self-motivated.

Page Ref: 417

Skill: Knowledge

1. Which student’s behaviour appears to be motivated by internal locus of causality?

A) Karla spends extra time in the lab in order to gain the attention of the lab assistant.

B) Evan practices at the batting cage every day with the goal of being named most valuable player.

C) Annie wants to play the piece flawlessly and enjoy the sound she creates with the piano.

D) Dylan completes his homework as soon as he gets home from school in order to get privileges from his parents.

Page Ref: 417

Skill: Understanding

1. Ms. Jovanovic encourages her first graders to complete their reading assignment before lunch in order to receive a sticker. Which view of motivation influences her approach to the assignment?

A) Sociocultural

B) Cognitive

C) Social cognitive

D) Behavioural

Page Ref: 418, 420

Skill: Knowledge

1. The concept of self-determination is an important influence in what view of motivation?

A) Behavioural

B) Cognitive

C) Humanistic

D) Social learning

Page Ref: 418, 420

Skill: Knowledge

1. According to behavioural theory of motivation, students are motivated primarily by a(n)

A) desire for gaining fulfillment for their accomplishments.

B) desire to gain reinforcers for their behaviour.

C) inherent need to understand what they are learning.

D) need for social recognition and status.

Page Ref: 418, 420

Skill: Knowledge

1. Participation in communities of practice is emphasized by what theory of motivation?

A) Cognitive

B) Humanistic

C) Constructivist

D) Sociocultural

Page Ref: 419

Skill: Knowledge

1. An "expectancy x value" theory would predict that motivation will necessarily be

A) close to zero if self-efficacy is low, regardless of goal value.

B) zero if either expectation to succeed or the perceived value of a goal is zero.

C) zero if only expectation to succeed and the perceived value of a goal are zero.

D) zero if self-efficacy and the perceived value of a goal are low.

Page Ref: 419

Skill: Understanding

1. In expectancy x value theory, the two sources of motivation are

A) projected future outcomes and the reaction of peers.

B) social pressures and internal standards.

C) social pressures and acquired standards.

D) projected future outcomes and the value of goals.

Page Ref: 419

Skill: Knowledge

1. Maria spent many hours trying to complete her geometry proofs. A cognitive interpretation of Maria's motivation is that Maria

A) knows a good grade will result in a reward from her parents.

B) is attempting to acquire understanding of how the different theorems work.

C) is trying to feel fulfilled in her accomplishment in order to raise her self-esteem.

D) wants her friends to be more likely to accept her than they have so far.

Page Ref: 419-420

Skill: Understanding

1. Doug's family is very poor, so he often goes to school with no breakfast and a very small lunch packet. According to Maslow’s hierarchy of needs, Doug is failing his classes because what type of needs are not being met?

A) Aesthetic needs

B) Deficiency needs

C) Growth needs

D) Self-actualization needs

Page Ref: 420

Skill: Understanding

1. In Maslow’s hierarchy, what are the deficiency needs?

A) Belonging, survival, self-esteem, self-actualization

B) Survival, cognitive, belonging

C) Survival, safety, belonging, self-esteem

D) Belonging, cognitive, safety

Page Ref: 420

Skill: Knowledge

1. In Maslow's hierarchy, self-esteem is considered to be what type of need?

A) Being

B) Deficiency

C) Proficiency

D) Self-actualization

Page Ref: 420

Skill: Knowledge

1. Each situation below represents a need in Maslow's hierarchy. Which of the following students demonstrates the most basic need that must be satisfied before any other?

A) Anne is not included in the "in group" of her class.

B) Dick wants to develop his artistic talents in music.

C) Chuck has been threatened by a neighbourhood gang.

D) Joy feels inferior but wants to be important.

Page Ref: 420-421

Skill: Understanding

1. Maslow's hierarchy of needs has been criticized because

A) cognition plays a lesser role than the hierarchy acknowledges.

B) people frequently attend to needs in different orders than the hierarchy predicts.

C) survival needs receive too much emphasis relative to safety needs.

D) the hierarchy overemphasizes the role of reinforcement as a motivator.

Page Ref: 420

Skill: Knowledge

1. According to cognitive evaluation theory, which of the following classroom events is most likely to increase students’ intrinsic motivation to learn?

A) Mrs. Hebert tells students they will receive demerits for talking during guided reading time.

B) Mr. Pace gives students one more day to work on their reports and warns them they will be penalized for late work.

C) Ms. Carlson writes the due date for science projects on the board and suggests that students transfer the information to their notebooks.

D) Mr. Dixon informs students of the new guidelines for the essay and makes sure all students copy the guidelines into their notebooks.

Page Ref: 422-423

Skill: Understanding

1. The type of learning goal that a person will be most motivated to reach is one that is

A) general in nature and moderately difficult.

B) general in nature and very difficult.

C) specific and moderately difficult.

D) specific and very difficult.

Page Ref: 425

Skill: Knowledge

1. Students with performance goals as opposed to mastery goals are concerned primarily with

A) achievement motivation.

B) looking good in front of others.

C) bettering themselves in terms of skill competencies.

D) finishing tasks so that they can seek new challenges.

Page Ref: 426

Skill: Knowledge

1. Which one of the following quotes exemplifies a learning or mastery goal?

A) "Accomplishing this should make me better prepared for Biology 101."

B) "If I master this material, I can have some free time."

C) "I'm going to go for the third assignment option, so that I can receive an A."

D) "Jason will be impressed if I can learn this laboratory procedure."

Page Ref: 426

Skill: Understanding

1. Dennis often cons his best friends into letting him use one of their papers from last semester for his assignment in psychology this semester. In terms of goals, what type of learner does Dennis appear to be?

A) Ego-involved

B) Self-directed

C) Task-involved

D) Work-avoidant

Page Ref: 427

Skill: Understanding

1. The following teachers all assigned essay writing in their middle school English classes. Today they returned students’ papers. Based on the following information, which of these teachers is most likely to have students who are motivated to set and pursue learning goals in the classroom?

A) Mr. Angelo returned the papers and complimented students on their essays. He said the class as a whole is submitting good work.

B) Mrs. Dominguez returned the essays and told the class they needed to write another draft. She said she knew they could do better work.

C) Mr. Lindsey returned students’ essays and said they lacked interest. He reminded students of the standard and said the essays fell short of his expectations.

D) Ms. Compton returned the essays and asked students to compare this draft with their first draft to see how much progress they had made.

Page Ref: 428

Skill: Understanding

1. An entity view of ability is consistent with what type of goals?

A) Extrinsic

B) Intrinsic

C) Performance

D) Work-avoidance

Page Ref: 430, 434

Skill: Knowledge

1. Which one of the following notions is consistent with the idea that "practice makes perfect"?

A) Entity view of ability

B) External locus of control

C) Incremental view of ability

D) Performance goals

Page Ref: 430

Skill: Understanding

1. According to attribution theory, students who see the causes of their failures as internal and controllable will react to those failures by

A) assuming things will work out better in the future.

B) berating themselves for their failure.

C) exhibiting confusion and anxiety.

D) finding strategies to succeed the next time.

Page Ref: 431

Skill: Knowledge

1. According to attribution theory, feelings of high self-esteem such as pride are felt most strongly by those who attribute their successful actions to

A) external causes.

B) internal causes.

C) stable causes.

D) unstable causes.

Page Ref: 431-432

Skill: Knowledge

1. Pat believes that the reason for her success in reading is the effort she puts into it. Pat is reflecting what type of locus of control?

A) External

B) Internal

C) Stable

D) Transitional

Page Ref: 431

Skill: Understanding

1. Sara attributes failures to internal causes. Consequently, she is likely to blame her poor mark in science on her

A) bad luck.

B) lack of effort.

C) parents' pressures to succeed.

D) teacher's difficult tests.

Page Ref: 431-432

Skill: Understanding

1. Anthony said, "I did well because I was lucky." The type of attribution being demonstrated is

A) external-stable.

B) external-unstable.

C) internal -stable.

D) internal-unstable.

Page Ref: 431

Skill: Understanding

1. Based on personal attributions of their success or failure, which student is most likely to be motivated to choose more difficult academic tasks in the future?

A) Marla believes her failure in the chemistry lab was caused by her lack of preparation.

B) Duke said he didn’t study for the algebra test. He said he’s just good at math.

C) Camille said she made the highest grade because she was lucky enough to get the easier version of the test.

D) Stan thinks he failed the literature test because he is not capable of understanding poetry.

Page Ref: 432

Skill: Understanding

1. Whenever Matt appears to be having difficulty in completing his science laboratory work, Ms. Butterfield quickly offers to help him and encourages him to continue working. According to Graham (1991), Ms. Butterfield's behaviour is likely to result in Matt developing

A) an enhanced sense of self-efficacy.

B) an incremental view of his ability.

C) doubts about his ability.

D) external-unstable attributions.

Page Ref: 433

Skill: Understanding

1. Students who demonstrate "learned helplessness" are most likely to

A) believe that trying harder will improve their results.

B) find ways to attribute their failures to others.

C) focus on their failures and not seek assistance.

D) set easier goals next time in order to increase their chances of success.

Page Ref: 433

Skill: Knowledge

1. As need for achievement increases in spite of fear of failure, what type of student will be motivated to learn?

A) Failure-accepting

B) Failure-avoiding

C) Mastery-oriented

D) Socially-oriented

Page Ref: 433

Skill: Knowledge

1. According to Covington and others, which one of the following would be the strongest indicator of whether an individual will be motivated to accept new challenges and risks?

A) Desire to avoid failure and seek social acceptance

B) Drive for achievement and an incremental view of ability

C) Need for achievement and an entity view of ability

D) Performance goals that are attainable

Page Ref: 433, 434

Skill: Knowledge

1. Students who are mastery-oriented will tend to hold what view of their ability?

A) Entity and stable

B) Entity and improvable

C) Incremental and improvable

D) Incremental and stable

Page Ref: 433, 434

Skill: Knowledge

1. Sally sets unrealistically high goals for herself but is unsure about her abilities. Which of the following terms is most applicable to Sally?

A) Failure-accepting

B) Failure-avoiding

C) Mastery-elusive

D) Mastery-oriented

Page Ref: 434

Skill: Understanding

1. What type of belief do failure-accepting students have?

A) Expectation of failure

B) Expectation of mastery

C) High fear of failure

D) Low fear of failure

Page Ref: 434

Skill: Knowledge

1. Learning and information processing are influenced by reasoning and problem solving as well as by

A) cold cognition.

B) emotions.

C) involvement.

D) social interests.

Page Ref: 440

Skill: Knowledge

1. In order to increase positive achievement emotions and decrease boredom, a teacher should do all of the following EXCEPT

A) match the challenge of tasks to the students’ skill levels.

B) use performance goal orientation to encourage students to focus on the outcome.

C) show enthusiasm for the subject and encourage students to enjoy working on the task.

D) allow students to choose among several activities that focus on the lesson content.

Page Ref: 440

Skill: Understanding

1. One model explaining the debilitating effects of anxiety on achievement proposes that it is

A) attention being diverted from the learning task to a preoccupation with one's feelings.

B) conditioning in which negative reinforcement obtained from withdrawing from tasks strengthens the anxiety syndrome.

C) physiological arousal that limits bodily functioning to avoid the anxiety-producing situation.

D) social effects such as embarrassment for appearing ill at ease or for being too boisterous.

Page Ref: 442

Skill: Knowledge

1. Ms. Castella instructs students to look for ways their writing has improved each grading period by comparing their recent best work to previous work. What aspect of the TARGET model is she using to increase student motivation to learn?

A) Allowing unbound choices

B) Authentic problem-based learning

C) Cooperative goal structures

D) Recognizing accomplishment

Page Ref: 445, 448

Skill: Knowledge

1. The following sentence is true about the relationship between motivation and cultural diversity.

A) When minority students have culturally relevant materials, they can be more motivated to learn, and teachers are more likely to hold their situational interest.

B) Some cultures raise children to be more motivated than others.

C) Regardless of cultural backgrounds, teachers can do little to "catch and hold" students' situational interest.

D) Students' life experiences really do not influence the learning process in important ways.

Page Ref: 449

Skill: Understanding

True/False Questions

1. When individuals are naturally interested in a particular activity, they are intrinsically motivated.

Page Ref: 417

1. Maslow's approach to motivation is a humanistic view of motivation.

Page Ref: 418

1. According to the expectancy x value theory, motivation increases as expectancy of success and the value of rewards increase.

Page Ref: 419

1. Students who have performance goals are interested in improving their skills, no matter how awkward they may appear in the process.

Page Ref: 426

1. Students who hold a performance-approach goal orientation want to look good in the eyes of others.

Page Ref: 426, 440

1. Work-avoidant learners feel successful when they do not have to try very hard, when the work is easy for them, or when they can simply "goof off."

Page Ref: 427

1. In addition to having specific attainable goals, and supportive social relationships, effective goal-setting in the classroom requires feedback, goal framing, and goal acceptance.

Page Ref: 428

1. High needs for self-improvement are consistent with an entity view of ability.

Page Ref: 430

1. Young children are more likely to hold an entity view than an incremental view of ability.

Page Ref: 430

1. Attribution theories of motivation describe how an individual's explanations, justifications, and excuses influence their motivation.

Page Ref: 431

1. Viewing a cause of failure as stable is likely to lower aspirations for future success.

Page Ref: 431

1. Weiner believes that there are two important dimensions that have important implications for motivation: (1) responsibility and (2) stability.

Page Ref: 431

1. Students with a mastery goal orientation are not afraid of failing.

Page Ref: 433

1. Nearly all researchers agree that teachers should make learning fun for students in order to promote good learning.

Page Ref: 438

1. Learning and information processing are influenced by both cold cognition of reasoning and problem solving and hot cognition or emotion.

Page Ref: 440

1. Research exists to support the claim that students' emotions are related to their learning goal orientation.

Page Ref: 440-441

1. Researchers have found that students who hold performance-avoidance goals are less likely to experience boredom or hopelessness.

Page Ref: 441

1. In general, performance is low when the level of anxiety is high.

Page Ref: 441-442

1. Anxiety can interfere with attention, learning, and testing even at the same time.

Page Ref: 442

1. According to the TARGET model, teachers are encouraged to recognize students for their accomplishments, especially improving their own personal best to influence student motivation to learn.

Page Ref: 448

1. Goal structure refers to the amount of time students give themselves to complete the task.

Page Ref: 448

1. Researchers suggest using work sheets and standard assignments for writing tasks with ethnic minority students rather than giving students writing tasks with cultural contexts.

Page Ref: 449

Completion Questions

1. High concern with how one looks to others is characteristic of people with ________ goals.

Page Ref: 426

1. Psychological and physical reactions causing a person to be alert, attentive, and wide awake is called ________.

Page Ref: 441

1. Problem solving, emotional management, and avoidance are strategies that people use to cope with ________.

Page Ref: 442

1. Ability is perceived as a stable, uncontrollable trait by people who adopt a(n) ________ view of ability.

Page Ref: 430

1. The interest state that arouses, directs, and maintains behaviour is ________.

Page Ref: 415

1. The need to experience choice and control in what we do and how we do it is called ________.

Page Ref: 421

1. Students who come to believe that negative outcomes are uncontrollable and that one’s efforts will result in failure have developed a condition called ________.

Page Ref: 433

1. Whereas mastery-oriented students value achievement and success, ________ students try to protect themselves from situations in which they will not look good to others.

Page Ref: 434

1. Students who focus on learning goals because they value achievement and see their ability as being improvable are said to be ________ students.

Page Ref: 433

1. Students who believe that their failures are the result of personal incompetence and that they have little control to alter their position are described as ________ students.

Page Ref: 434

1. Sharon believes if she is an outstanding soccer player she will be well liked by her peers. Thus, Sharon place a great amount of ________ value on playing soccer.

Page Ref: 446

1. The natural tendency to engage in certain types of activities is called ________ motivation.

Page Ref: 417

1. Personal freedom, choice, intrinsic motivation, and self-determination are emphasized in ________ theories of motivation.

Page Ref: 418

1. In Maslow's hierarchy, the survival, safety, belonging, and self-esteem needs comprise the general category called ________ needs.

Page Ref: 420

1. How an individual's explanations, justifications, and excuses influence motivation is ________ theory.

Page Ref: 431

1. Individuals who feel that they are responsible for their own successes or failures have a(n) ________ locus.

Page Ref: 431

Short Answer Questions

1. Mr. Cardot has been using a behavioural approach to motivation in his second-grade classroom. He gives stickers for completing assignments, for answering questions correctly, and for other things such as working quietly. He recently noticed that none of his students could answer questions about the setting of a story, but he had taught lessons about the setting and discussed the settings of several stories. Students had eagerly answered questions and received stickers. Now that he is revisiting the topic, his students don’t remember what they learned. Suggest how Mr. Cardot might alter his approach and achieve integrated regulation.

Page Ref: 417

1. Define motivation, and differentiate between behavioural, humanistic, cognitive, and sociocultural approaches to the interpretation of motivation.

Cognitive theorists believe that behaviour is determined by our thinking, not merely by whether we have been rewarded or punished for the behaviour in the past. People are viewed to be active and curious and searching for information needed to solve personally relevant problems. Weiner's attribution theory is a good example of the cognitive approach to motivation. Many social cognitive explanations of motivation can be characterized as expectancy x value theories that emphasize individuals’ expectation for success combined with how they value the goal. Locke and Latham, and Bandura are key theorists of this view. Sociocultural views of motivation emphasize participation in communities of practice in which people engage in activities in order to maintain their identities and their interpersonal relations within the community. Consequently, students are motivated to learn if they are members of a classroom or school community that values learning. The concept of identity is central to sociocultural views of motivation. People are motivated to learn the values and practices of their community in order to keep their identity as community members. Lave and Wenger are key theorists for the sociocultural view of motivation.

Page Ref: 415, 418-420

1. List the seven levels of needs as described by Maslow. What are the implications for learning when students' deficiency needs are not being satisfied? Contrast this situation against one in which the students' being needs are not satisfied.

Page Ref: 420-421

1. Define and differentiate between entity and incremental beliefs about ability. With what types of attributions and goal orientations are each associated?

Page Ref: 430-431

1. Discuss the implications of attribution theory for school achievement in reference to the specific cases in which success or failure is primarily attributed to (a) ability, (b) effort, (c) task difficulty, and (d) luck.

Page Ref: 431-433

1. Anxiety generally interferes with learning and performance. Explain the reasons for this effect and suggest ways in which teachers can help high-anxiety students to achieve better grades.

Page Ref: 441-443

1. What is meant by the term "bounded choice" and how does it influence student learning?

Page Ref: 447

Case Studies

Trina is an average-ability science student, but she is in danger of receiving a failing grade due to her low test scores. "I know the information when I study at home," she said to Mrs. Kirby, "but as soon as you pass out the test, I get so nervous that I can barely remember my name. Then, as I think about how badly I'm going to do, I get even more nervous."

1. How can we interpret the negative effects of anxiety on Trina's test performances? That is, how is anxiety likely to hinder her performances?

Page Ref: 442

1. Suggest some strategies that you could use to help Trina to be successful if you were her teacher.

Page Ref: 442-443

1. Would you describe Trina as failure-avoiding, failure-accepting, mastery-oriented, or self-determined? Explain why you believe Trina has or does NOT have each of these characteristics.

The fact that Trina is still studying is evidence of her self-determination, which is the need to experience choice and control in a learning situation. She is making the choice to continue to prepare for exams, but she may struggle with the schedules, rules, and deadlines imposed by the examination process.

Page Ref: 433-434