Question :
121.The consideration of what an individual must give up : 1200546
121.The consideration of what an individual must give up to engage in a task best describes which of the following?
a.Beliefs about utility value
b.Beliefs about attainment value
c.Beliefs about cost
d.Beliefs about future outcomes
122. “I’m going to drop French,” Dana says to her friend, Judy. “I’m taking calculus, AP English, and physics this year, which is difficult, and French is overwhelming me. I know French is important, and I’m fairly good at it, but I simply don’t have the time to devote to it.” Which of the following is the best explanation for Dana’s reaction?
a.The attainment value for French is not high enough for Dana, so she isn’t motivated to study it.
b.French doesn’t have high utility value for Dana, so she is not motivated to study it.
c.Studying French doesn’t help Dana meet her need for competence, so she is not motivated to study it.
d.Dana believes that the cost of taking French is too high, so she is not motivated to study it.
123. Research indicates that students tend to view the causes of their successes and failures as being due primarily to four factors. They are:
a.ability, effort, luck, and task difficulty.
b.aptitude, effort, interest, and luck.
c.interest, motivation, aptitude, and achievement.
d.values, interest, aptitude, and achievement.
124.You have a student who seems to have “given up,” and she won’t try no matter how much effort you make. According to attribution theory, she most likely has been attributing her lack of success to:
a.lack of ability.
b.lack of effort.
c.bad luck.
d.tests and assignments that are too hard.
125.Which of the following theories best explains the idea that people are motivated to understand why they perform the way that they do?
a.expectancy x value theory.
b.goal theory.
c.attribution theory.
d.self-determination theory.
126.Of the following, the term most closely related to the concept of attribution is:
a.need.
b.reinforcer.
c.explanation.
d.achievement.
Use the following example, and answer items 127-132 on the basis of students’ beliefs about the causes of their performance (their attributions). (This is the same vignette that appeared before items 83 and 84.)
Their teacher has returned a test, and the students are commenting on the results.
Seeing a C, Ken shrugged, “Not bad, particularly when you consider how hard I studied. I didn’t crack a book on this one.”
“I don’t get it,” John added. “I got a B and I didn’t know what was going on. I must have been good at guessing or something. I don’t know how I did it.”
“I just can’t do this stuff,” Korri sighed, throwing up her hands in exasperation. “I guess I’m just not cut out for chemistry,” she added, seeing the D on her paper.
Seeing a C+, Pam noted, “I knew this test was going to be a bear, and I just didn’t study enough. Next time I’ll be ready.”
127. The student whose attribution has a locus outside the learner:
a.Ken.
b.John.
c.Korri.
d.Pam.
128.The student who most attributes performance to a stable cause is:
a.Ken.
b.John.
c.Korri.
d.Pam.
129.The student who is in the greatest danger of developing “learned helplessness” is:
a.Ken.
b.John.
c.Korri.
d.Pam.
130.The students whose attributions are most nearly uncontrollable are:
a.Ken and John.
b.John and Korri.
c.Ken and Korri.
d.John and Pam.
