Education Question

Four students in Mr. Kent's physical education class have just done poorly on the school district's physical fitness test. Which student is exhibiting a mastery goal? A. Robert plans to start working out this very weekend so he will be in better shape. Because his father is the school football coach, everyone expects Robert to excel in athletics. B. Patrice is very upset about her poor performance and plans to work very hard to do better next year because she doesn't want her friends to think that she's a wimp. C. Oliver is going to come back after class to look at his scores and ask Mr. Kent for suggestions about how to improve in his weak areas. D. Muriel gets As in all her other classes so she doesn't mind getting a C in physical education. 2. Maggie does her homework primarily to gain her teacher's approval. She has little internal desire to do her homework, although she does feel slight twinges of guilt when she fails to get an assignment done on time. Of the four stages through which internalized motivation evolves, Maggie appears to be in the ________ stage. A. introjection B. integration C. external regulation D. identification 3. Four students in Ms. Bennett's social studies class have to give an oral report on a country of their choosing. Which one of the students appears to have a mastery goal? A. Francis wants to give a good presentation on the United Arab Emirates because he needs to improve his overall class grade. B. John does his report on Spain because that is where his family is from. He has enjoyed talking to his grandfather about what it is like to live in Spain. C. When Eldon gives his report on Hungary, he stands straight and speaks clearly because he wants to impress his teacher and fellow students with his knowledge and ability. D. As Holly gives her report on Mongolia, she is very nervous. She is afraid she might make a fool of herself in front of her classmates. 4. Which one of the following teachers is most likely to promote intrinsic motivation in his or her students? A. Ms. Carlsen tells students in her algebra class that she is extremely disappointed in their performance on the last test. B. Mr. Davidow sends "good news" letters home to parents whenever students have a B average or better. C. Mr. Albert promises his students that if they all finish their short stories by Friday morning, he will give them a half an hour of free time on Friday afternoon. D. Ms. Benedetti describes events in history so vividly that her students are captivated during the entire lesson. 5. You have several students with learning disabilities in your class, and you want to help them improve their reading skills. From the perspective of attribution theory, you should: A. Reinforce them when they demonstrate proficiency in reading. B. Help them discover that they can improve with effort and practice. C. Punish them when they don't read as well as they are capable of reading. D. Remind them how important reading is for later success in life. 6. Three of the following teaching strategies should promote intrinsic motivation. Which one will not? A. Showing students how a topic that they are studying, although perhaps not interesting, is something they will find useful in their lives B. Reminding students about how important their grades will be when they apply to college C. Describing desired classroom behaviors in an informational manner rather than as what students "must" do D. Giving students occasional choices about how to accomplish classroom objectives 7. Mr. Maleska has high expectations for his students' classroom performance. With this in mind, we would expect him to: A. Give students many opportunities to answer questions. B. Give his students more help than they really need to complete tasks successfully. C. Overlook assignments on which they perform poorly. D. Give little if any feedback about how students are doing 8. The four children below are all learning how to play the piano. Which one of them best illustrates the role of value in motivation? A. Beth thinks her teacher asked her to play too hard a piece. B. Constance thinks she can impress her friends by playing well. C. Angie takes piano lessons mainly because her parents insist that she does. D. Dena is afraid of how embarrassed she'll be if she makes a mistake. 9. The textbook describes two conditions that may be essential for intrinsic motivation. With these conditions in mind, choose the teacher below who is most likely to promote intrinsic motivation in his or her students. A. Mr. Chambers praises his students for continuing to work quietly when he was called away from the classroom. B. Ms. Dacono reminds her students, "You should know your multiplication tables by now." C. Ms. Andre gives her students concrete suggestions about how to improve their clay sculptures. D. Mr. Brooks reminds his students that the deadline for their research paper is a week from Friday. 10. Virginia is four years old. Georgia is fourteen 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 can become an excellent skater if she continues to work at it. B. She has little chance of ever skating professionally. C. Good skating is all a matter of luck. D. Professional skating is beyond the reach of all but a few very talented individuals. 11. Which one of the following is the best example of a student attributing success to internal factors? A. Sue Ellen has just gotten a good grade on her geography test. She is proud that she did so well and glad that she studied hard. B. Renata has just gotten a good grade on her math test and she is glad that her mother got her a math tutor. C. Nita has just gotten an A on her final exam in world history and is feeling very grateful to the teacher for her good grade. D. Polly's teacher has just told her that she will be the group leader for her reading group next quarter. Polly is glad her teacher is in a good mood today. Which one of the following teaching strategies is most likely to increase students' sense of self-determination? A. Mr. Aas reminds his students that they cannot participate in the school's extracurricular sports program if their grade-point-averages fall below 2.0. B. Mr. Diaz gives his students enough practice with basic arithmetic facts that they learn them to a level of automaticity. C. Mr. Cranwell explains to his middle school students why good writing skills are important in the business world. D. Ms. Brown asks her third graders to develop some class rules to ensure that all class members will have a chance to express their ideas openly. Three of the following characterize students with a performance goal. Which one characterizes students with a mastery goal? A. Doing something that you know you will be reinforced for. B. Concluding that you need to work harder when you fail. C. Trying to learn something word for word. D. Looking at classmates' performance as an indication of how well you're doing. In which one of the following situations does a teacher's behavior reflect low expectations for a student's classroom performance? A. Ms. Littlefield assigns Owen a difficult math problem. B. Ms. Ingalls rarely interacts with Joseph. C. Mr. Montoya asks Mei-Yau thought-provoking questions in class. D. Mr. Oya gives Renú positive feedback when she performs well. From the perspective of attribution theory, in which way are teachers' attributions to effort most likely to backfire? A. When students are told that they didn't exert enough effort, and they really didn't try very hard, they are likely to attribute their failure to an external factor and not accept responsibility for it. B. When students fail at a task they have not tried very hard to succeed at and are then told that they didn't exert enough effort, they are likely to feel either embarrassed or angry. C. When students are told that they didn't try hard enough at a task that they expended quite a bit of effort on, they are likely to decide that the subject area has little relevance to their own lives and needs. D. When students fail at a task they have tried very hard at and are then told that they didn't try hard enough, they may decide they simply don't have the ability to do the task and give up. Ms. Jantzen provides a great deal of academic support to help her students achieve classroom objectives. Why should this strategy help promote a mastery orientation in her students? A. Students invariably need lots of support to achieve their performance goals. B. Students who attribute their accomplishments to internal factors such as ability or effort may need external help in order to learn that they can't do everything by themselves. C. Students need sufficient resources and support to believe that they can succeed if they really want to. D. All students should be able to learn on their own, but those who are not highly motivated may want the teacher's help Maggie does her homework primarily to gain her teacher's approval. She has little internal desire to do her homework, although she does feel slight twinges of guilt when she fails to get an assignment done on time. Of the four stages through which internalized motivation evolves, Maggie appears to be in the ________ stage. A. integration B. external regulation C. introjection D. identification You have several students with learning disabilities in your class, and you want to help them improve their reading skills. From the perspective of attribution theory, you should: A. Help them discover that they can improve with effort and practice. B. Reinforce them when they demonstrate proficiency in reading. C. Punish them when they don't read as well as they are capable of reading. D. Remind them how important reading is for later success in life. #9. Three of the following strategies should promote students' motivation in the classroom. With the textbook's discussion of motivation in mind, choose the strategy that is least likely to motivate students to learn and achieve. A. Mr. Allen has the students in his history class act out an important event in the nation's history. B. Mr. Davis says, "Look at how your handwriting now compares to your handwriting last fall. Thanks to your hard work, you've really improved!" C. Ms. Bright says, "I find European history absolutely fascinating. Let me show you some reasons why." D. Ms. Carmichael says, "I'm sorry you didn't do well on the exam. Better luck next time." Three of the following characterize students with a mastery goal. Which one characterizes students with a performance goal? A. Thinking that if you have to try hard, you must not be very capable. B. Being bored by easy tasks. C. Thinking that you're doing well as long as you're making progress, even though you're not totally successful. D. Seeking out your teacher's guidance when you're having trouble doing something.