Question : A) focusing her feelings. B) frequent testing. C) highly-structured lessons. D) limiting controlling : 1184087

 

 

A) focusing on her feelings.

B) frequent testing.

C) highly-structured lessons.

D) limiting controlling messages.

 

 

42) Students who demonstrate “learned helplessness” are 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.

 

43) 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

 

 

44) 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

 

 

45) 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

 

 

 

 

46) Sally sets unrealistically high goals for herself but is unsure about her abilities. Woolfolk would be likely to label Sally as

A) failure-accepting.

B) failure-avoiding.

C) mastery-elusive.

D) mastery-oriented.

 

 

47) 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

 

 

48) Ms. Kirkendall wants to help students develop more positive self-perceptions. What approach is recommended for her to use?

A) Curving grades so that more As and Bs than usual will be assigned

B) Encouraging and helping the students to set high goals for themselves

C) Providing continual encouragement for students to try harder to succeed

D) Raising grades based on individual efforts to improve the work assigned

 

 

49) 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 “catch and 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.

 

 

50) A student’s motivation for learning is heavily influenced by his or her perceived

A) task value.

B) self-esteem.

C) extrinsic expectation.

D) bounded choices.

 

 

 

51) Good teachers explicitly state how the information to be learned will benefit their students in the future career or for life outside of work and school.  Thus, good teachers regularly remind their students of the ______________ of what they are to learn.

A) constructivism

B) external attribution

C) intrinsic efficacy

D) instrumental value

 

 

A) motivational, cognitive, and affective

B) self-esteem, self-efficacy, and self-evaluation

C) intrinsic, extrinsic, and motivation

D) behavioral, cognitive, and humanistic

 

 

 

 

 

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