The psychological relationship between attributions and feelings described by Weiner is that

The psychological relationship between attributions and feelings described by Weiner is that
 
  a. attributions and feelings evolve from self-concept.
  b. attributions generate feelings.
  c. cognitions are independent of feelings.
  d. feelings determine attributions.

Ques. 2

All of the following are components of attribution theory except
 
  a. motivation includes humans' search for understanding.
  b. attributions are related to an incremental theory of intelligence.
  c. attributions have internal and external causal influences.
  d. perceived causes of prior outcomes influence future behavior.

Ques. 3

A requirement for self-reinforcement is
 
  a. a dictated standard of behavior.
  b. a plan for changing one's behavior.
  c. careful monitoring of one's behavior.
  d. individual control of consequences.

Ques. 4

A personal goal structure of failure avoidance is characterized by
 
  a. demonstrating learning through persistence.
  b. implementing self-protecting strategies.
  c. striving for mastery.
  d. willingness to seek help.

Ques. 5

The problem with performance goals is that they
 
  a. attribute failure to uncontrollable courses.
  b. do not lead to feelings of mastery.
  c. facilitate a low self-concept in most courses.
  d. lead to superficial engagement in school tasks.

Ques. 6

Enrolling in a calculus course because it is required for entrance into engineering is an example of
 
  a. attainment value.
  b. intrinsic value.
  c. practical value.
  d. utility value.

Ques. 7

According to social learning theory, events that have acquired functional value are those that
 
  a. occur frequently.
  b. predict reinforcement.
  c. solve problems.
  d. symbolize appropriate conduct.

Ques. 8

Which of the following interview questions is the most informative assessment of a student's self-efficacy?
 
  a. How confident are you that you can solve difficult math problems?
  b. How confident are you that you will get an A in class?
  c. How do you plan your writing before you begin?
  d. How well do you study for a challenging test?

Ques. 9

Imagine that you have a very rowdy and negative friend who always is getting into trouble when the two of you go out. Would modeling more appropriate behavior be effective in changing his/her habits? Why/why not?
 
  What will be an ideal response?

Ques. 10

When do reprehensible behaviors, such as kicking another student in the lunch line, acquire functional behavior status?
 
  What will be an ideal response?