Your students have been given a challenging taskone at which they can succeed only if they work hard. Considering what we know about the effects of anxiety on performance,
which one of the following students is most likely to complete the task successfully?
a. Adam is feeling quite mellow today; his attitude is que sera, serawhatever happens, happens.
b. Berta is feeling really uptight about how she does on the task because her performance is going to affect whether she passes or fails the class.
c. Cassie doesn't care; in fact, she's half asleep.
d. Damion wants to do well on the task and is a little anxious about it, but not to the point that his hands are sweaty or his stomach is in a knot.
Ques. 2Which one of the following students is most likely to have facilitating anxiety?
a. Art doesn't begin his 20-page research report for his psychology class until the night before it is due.
b. Bert has heard that his statistics professor is an easy grader, so he isn't the least bit worried about getting at least a B in his statistics course.
c. Curt is nervous about doing well in the 100-meter dash.
d. Dave can't find the note cards he made for his book report, and in five minutes it will be his turn to give his report.
Ques. 3Which one of the following statements is most accurate about how anxiety affects learners' performance?
a. Anxiety is detrimental when, and only when, it leads to hot cognition.
b. The best way to deal with anxiety is to eliminate it. Totally relaxed individuals learn more and perform better.
c. High anxiety can facilitate performance on very difficult tasks, but it may get in the way when learners try to do tasks they have learned to do quickly and automatically.
d. A little bit of anxiety can facilitate learning and performance, and high anxiety can facilitate performance on very easy tasks.
Ques. 4Which one of the following is the best example of hot cognition?
a. Thinking of a new strategy for solving a difficult problem
b. Getting excited when you read about a possible cure for leukemia
c. Realizing that you finally understand Einstein's law of relativity
d. Having a mental block that interferes with your writing ability
Ques. 5With the textbook's discussion of anxiety in mind, identify the best approach to taking a difficult exam.
a. Worry just a little bit about the exam both as you prepare for it and as you take it.
b. In your mind, imagine the worst possible thing that could happen if you fail the exam.
c. Worry about the exam as you study the night before, but be as relaxed as possible when you take it.
d. Be completely relaxed both when you study and when you take the exam.
Ques. 6Which one of the following illustrates cognitive dissonance?
a. Frannie is shocked to hear that her best friend Meghan, seemingly a very honest person, cheated on a math quiz.
b. Leo has a crush on his art teacher, even though the teacher is more than 10 years older than he is.
c. Jasmine loves science this year because her teacher uses many hands-on activities to make abstract concepts concrete and understandable.
d. Howie can't decide whether he wants to be a firefighter or a veterinarian when he grows up.
Ques. 7Three of the following are accurate statements about interrelationships between affect and motivation. Which statement is not accurate?
a. Learners tend to be happiest when they know that events are beyond their control.
b. Learners sometimes become angry if they have trouble achieving important goals.
c. Learners are more likely to enjoy activities for which they have high self-efficacy.
d. Learners find interesting tasks enjoyable.
Ques. 8Which one of the following examples best describes differences between students with a mastery orientation and students with learned helplessness?
a. Students with a mastery orientation expect that they will have to work extremely hard to master new tasks. Students with learned helplessness usually overestimate their abilities.
b. Students with a mastery orientation set easily attainable goals and become frustrated when they don't attain those goals effortlessly. Students with learned helplessness set goals that are almost impossible to attain.
c. Students with a mastery orientation set high goals and seek challenges. Students with learned helplessness underestimate their abilities and set low goals.
d. Students with a mastery orientation attribute their successes to external, uncontrollable factors. Students with an attitude of learned helplessness attribute failures to internal, controllable factors.
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