According to an attribution analysis of achievement behavior, first-year student Arnold is most likely to improve his academic performance if he attributes poor freshman grades to
A. his ability.
B. the difficulty of college classes.
C. his level of effort.
D. inadequate preparation for college.
Question 2Cross-cultural researchers investigating achievement motivation find
A. individualistic cultures achieve more than collectivist cultures.
B. cultures that emphasize group performance tend to achieve more.
C. similar levels of need for Achievement in almost all cultures.
D. the meaning of achievement varies as a function of culture.
Question 3Which of the following is true about gender and achievement?
A. Men and women act similarly in achievement settings.
B. Men and women differ in the way they define success.
C. Women in our society are more likely to see success in terms of external standards.
D. Men and women assign similar values to achievement tasks.
Question 4Research sometimes finds that high need for Achievement people are ineffective when placed in positions of great responsibility. Researchers say this is probably because these people
A. become burnt-out in the climb to this position.
B. have difficulty delegating authority and relying on subordinates.
C. have failed to develop other personality characteristics that might make them effective leaders.
D. lose motivation once they reach their goal.
Question 5Researchers find that men and women sometimes differ in achievement behavior because
A. men have an inherently higher need to achieve.
B. men are better at tasks calling for organization skills.
C. men have higher endurance levels.
D. men and women differ in the values they assign to achievement tasks.
Quick Reply
