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FOUR CORNER FUN Motivation and Affect
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Have students answer study guide questions
1 All of the following are ways to conduct stimulating lessons except Have students answer study guide questions Have students turn a short story into a play Have students play computer games for math practice Have students examine music lyrics for grammatical patterns
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Need for self-determination Need for relatedness
2 Spending five minutes remaining completely silent and doing nothing is an example of which basic need for students Need for self-worth Need for arousal Need for self-determination Need for relatedness
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Performance-approach goal Performance goal Performance-avoidance goal
3 A students desire to present themselves as competent in the eyes of others is an example of which type of goal Mastery goal Performance-approach goal Performance goal Performance-avoidance goal
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Students who model intrinsic motivation are likely to
4 Students who model intrinsic motivation are likely to Tackle assigned tasks Process information in effective ways Be eager to learn classroom topics All of the above
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5 Which one of the following illustrates personal interest rather than situational interest? Matt’s interest in soccer began when he was only three, and has followed into his high school years. Kyle has a new interest in soccer due to a book he read about the sport. Jake’s interest in soccer just began when his brother started playing the sport. None of the above
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Internalized motivation Intrinsic motivation
6 Allie really does not like to play the piano, but knows this is something that is really important to her parents. This is an example of Extrinsic motivation Mastery goal Internalized motivation Intrinsic motivation
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Performance-approach goal Core goal Performance-avoidance goal
7 Andrew is excited for opening day of the school play. As one of the leads, he has the opportunity to impress his friends with how good his acting skills are. This is an example of a Mastery goal Performance-approach goal Core goal Performance-avoidance goal
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Learners with mastery goals Seek feedback that flatters them
8 Learners with mastery goals Seek feedback that flatters them Evaluate their own performance in terms of how they compare with others Collaborate with peers primarily when doing so can help them look competent or enhance social status None of the above
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Incremental view of intelligence Entity view of intelligence
9 Jane is an enthusiastic, energetic learner. She meets challenges with an “I can do it” attitude and is very eager to learn new things. This is an example of Incremental view of intelligence Entity view of intelligence Mastery orientation Learned helplessness
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10 Cognitive dissonance is the feeling of mental discomfort caused by new information that conflicts with current knowledge or beliefs. Another name for this is Disequilibrium Hot cognition Anxiety Affect
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Austin is more interested in horsing around with his friends.
11 Listed below are four reasons why students might not want to take their schoolwork seriously or to try very hard to succeed at classroom tasks. Which one of these reasons is consistent with the concept of self-efficacy? Austin is more interested in horsing around with his friends. Amy is so anxious in the classroom that she can’t think clearly Avery thinks her teacher doesn’t like her Aiden doesn’t think he has the ability to do the work successfully
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12 Nick really wants to do a good job on the standardized testing that begins the next day so he will look “smart”. However, he stays up really late playing video games and forgets to eat breakfast the next morning. This is an example of Learned helplessness Self-efficacy Situated motivation Self-handicapping
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13 Learners’ beliefs about what behaviors and other factors influence events in their lives are known as Social goals Attributions Expectations Affects
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Uncontrollable factor
14 Emily acknowledges she failed her history exam because she forgot to study. She is attributing this result to what kind of factor? Controllable factor Unstable factor Internal factor Uncontrollable factor
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Need for self-determination
15 The basic need to believe that one can deal effectively with one’s overall environment is known as Need for arousal Need for competence Need for relatedness Need for self-determination
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Need for self-determination
16 Michael wants to try out for the school’s academic team because he feels it will be valuable on college applications. What basic need is he addressing? Need for relatedness Need for competence Need for arousal Need for self-determination
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17 Addie is taking a special writing class for only one reason. Earning an A in this class will help her earn a scholarship to the college she wants to attend. She is exhibiting what type of motivation? Situated motivation Extrinsic motivation Personal motivation Intrinsic motivation
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18 Learners must believe there are direct or indirect benefits in performing a task. This cognitive factor influencing motivation is known as Self-handicapping Learned helplessness Value Attribution
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Which of the following would be an example of self-handicapping?
19 Which of the following would be an example of self-handicapping? Reducing effort Taking on too much Cheating All of the above
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20 Learners with high levels of intrinsic motivation that become so absorbed in an activity that they lose track of time are demonstrating what concept? Time on task Flow Interest Value
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21 Abby is more likely to set goals that help her meet her need for relatedness. These goals would be described as Performance goals Social goals Core goals Motivation goals
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22 Learners’ beliefs that events are due to things that won’t change much in the near future are known as External factors Internal factors Stable factors Controllable factors
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Self-conscious emotion Cognitive dissonance Debilitating anxiety
23 Caleb doesn’t have much confidence in his ability to accomplish school tasks successfully. He gives up quickly and has a pessimistic attitude about future success. This is an example of Learned helplessness Self-conscious emotion Cognitive dissonance Debilitating anxiety
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24 Learners are more likely to experience debilitating anxiety rather than facilitating anxiety during which type of situation? Facing a challenge Facing a new situation Facing the future Facing a threat
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Conduct stimulating lessons and activities
25 Which of the following is NOT a way teachers can promote motivation and positive affect in the classroom? Conduct stimulating lessons and activities Never use extrinsic reinforcements Present challenges that students can realistically accomplish Give students control over some aspects of classroom life
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