EDU 330 - Spring 2003
Multiple Choice: Circle the letter corresponding to the single most correct answer (@ 1 point).
[NOTE: Answers to the multiple choice questions can be found at the end of this test.]
1. Being interested in a task because the activity is enjoyable is what type of motivation?
A. extrinsic C. state
B. intrinsic D. trait
2. What type of motivation would a teacher be MOST able to influence in his/her class?
A. extrinsic C. state
B. intrinsic D. trait
3. The humanistic theory of motivation is to __________________ as social-cultural motivation learning is to participation and ability
A. extrinsic needs C. social pressures
B. intrinsic needs D. value of goals
4. According to behavioral theory of motivation, students are motivated primarily a(n)
A. desire for gaining fulfillment for their accomplishments
B. desire to gain reinforcers for their behavior
C. inherent need to understand what they are learning
D. need for social recognition and status
5. Jeremy's interest in history has been decreasing lately. According to Maslow's theory, what should the teacher do?
A. determine whether his being needs are met
B. determine whether his deficiency needs are met
C. give him more extrinsic reinforcement
D. increase his level of arousal
6. Anthony said, "I did well because I was lucky." The type of attribution being demonstrated is
A. external-stable C. internal-stable
B. external-unstable D. internal-unstable
7. An "ego-involved" learner is most concerned with:
A. how others evaluate their performance
B. mastering the task without comparisons to others' performance
C. accepting their failures as inevitable
D. maintaining friendly social ties with all members of their group
8. In which one of the following alternatives do all three terms go together?
A. learning goals, entity view, external attributions
B. learning goals, incremental view, internal attributions
C. performance goals, incremental view, internal attributions
D. performance goals, incremental view, mastery oriented
9. Sally sets unrealistically high goals for herself but is unsure about her abilities. She has low self-efficacy and feels only as smart as her last test. She appears to be:
A. failure-accepting C. mastery-elusive
B. failure-avoiding D. mastery-oriented
10. In the TARGETT model for supporting students' motivation to learn, the "R" stands for
A. recognition C. reparation
B. reimbursement D. responsibility
11. Sheila is motivated to complete her science project so that she can be nominated for the class science award. The project, therefore, has what type of value for her?
A. attainment C. interest
B. competitive D. intrinsic
12. Which of the following is used to ensure that every student has reason to work hard in a cooperative setting?
A. individual learning expectation calculations
B. focus only on the action zone to eliminate distractions
C. use the sustaining expectation effect as much as possible
D. all of the above
13. Becoming the class valedictorian entails which goal structure?
A. individualistic C. intrinsic
B. competitive D. cooperative
14. The TGT (Teams-Games-Tournaments) programs would NOT be a motivational strategy for teachers to use with students who are
A. anxious and failure-accepting C. low-achieving and comfortable
B. high-achieving and helpless D. performance-oriented and ego-involved
15. Ms. Bernhardt, Jay's new teacher, was told that Jay is a "slow student and very disruptive in class." By the third day of school, Jay had been placed in the lowest reading and math groups and sent to the principal's office four times. Jay may be placed appropriately, but he may also be a victim of
A. a low level of aspiration C. poor self-image
B. fear of failure D. self-fulfilling prophecy
16. Which of the following statements is TRUE bout the sustaining expectation effect?
A. expectancies about a student are communicated from one teacher to another within a school
B. real improvement is not recognized, resulting in the continuation of low expectancies
C. students' true abilities are initially misdiagnosed, resulting in conveying inappropriate expectancies
D. students are taught to believe in themselves and their ability to succeed
17. In a study of beginning teachers' motivational strategies, researchers have found the highest degree of reliance on what type of strategies?
A. attention-focusing C. relevance
B. confidence-building D. reward-punishment
18. Over the past two decades, the annual Gallop Polls have found which one of the problems facing schools to be the most serious?
A. inadequate student motivation C. lack of discipline
B. inadequate financial support D. poor teacher training experiences
19. At what educational level is the direct-teaching of classroom rules and procedures most critical for effective classroom management?
A. early elementary C. middle elementary
B. high school D. late elementary to middle school
20. Which one of the following time measures would generally have the highest correlation with school achievement?
A. academic learning time C. class time
B. allocated time D. engaged time
21. What is the key element underlying "participation structures" for different classroom activities?
A. access to performance goals C. providing cognitive activities
B. awareness of rules D. cooperative learning techniques
22. When handing in a material, Mr. Spark's students pass their work forward to the students in the front row, who then pass the materials from left to right. This approach is an example of classroom
A. time on task C. protocols
B. procedures D. rules
23. Which one of the following is NOT a good guideline for using rules in the classroom?
A. describe the consequences of failure to follow the rules
B. give each student a copy of the rules
C. limit rules to the fewest number possible
D. minimize student input when developing rules
24. What term is used to designate the area in a classroom where the greatest number of verbal exchanges takes place?
A. action zone C. personal territories
B. fishbowl area D. zone of proximal development
25. A teacher says "How many of you agree with Susie's answer? Raise your hand please." This is an example of:
A. group focus C. overlapping
B. movement management D. withitness
***KEEP THIS SHEET - you may record your multiple-choice answers on it to compare with the Answer Key after the test. You will need these questions to prepare for the Final.
Write answers to these questions in your blue-book.
KEY TERMS & NAMES.
Select 5. For each term, supply a precise definition including the context
and a clear example. For each name, supply the context and 2 other pieces
of information. (@ 3 points)
ALT Logical Consequences
Overlapping Thematic Apperception Test
Yerkes-Dodson Law Learned Helplessness
Hierarchy of Needs
SHORT ANSWER. Select and answer 2 (@ 6 points).
1. Compare & contrast each pair
by identifying one major similarity and one major difference:
A) Bernard Weiner vs Albert Bandura
B) David McClelland vs Abraham Maslow
C) Jacob Kounin vs Robert Dreikurs
2. Identify any 3 items from the T-F motivation quiz. For each item, explain how 2 different motivation theories would answer and defend your answer with details.
3. Imagine that you are in charge of a 2nd grade class. Identify any 6 aspects of the learning environment that you could manage and briefly describe each.
4. From the group presentations, identify any 3 different motivational problems that were discussed. Which of those (not including yours) would you judge as best and why?
ANSWERS TO MULTIPLE CHOICE QUESTIONS:
1. B 2.
A 3. B
4. B 5. B
6. B 7. A
8. B 9. B 10. A 11. A 12. A 13. B 14. A
15. D 16. B 17. D 18. C 19. A 20. A 21. B
22. B 23. D 24. A 25. A