1. EDUC Quiz #9
W. Huitt

2. Question #1
Josh has an internal locus of control. He is likely to blame his poor mark in science on his
lack of effort.
teacher’s difficult tests.
bad luck on Josh’s part.
parents’ pressures to succeed.

3. Question #2
In general, which of the following statements represents the best advice for parents and educators with regards to motivating their children and students?
Do not praise students or give them a reward when they do well in school; it only makes them dependent on others.
Praise students for the amount of effort they make when they are successful on a school assignment.
Tell students how smart they are when they do well on a school assignment.
Give students a reward every time they do well on a school assignment.

4. Question #3
Which of the following is the strongest explanation for why the topic of motivation is important for educators?
Academic aptitude or ability does not explain all of the variance in terms of school achievement.
Motivational theories were developed from scientific studies that are entirely different from those used to develop learning theories.
Motivational theories have been empirically validated in ways that learning and developmental theories have not.
Motivation is essentially equivalent to emotion and emotion plays an important role in explaining human behavior.

5. Question #4
You are lost in a strange town and are told by a stranger to “go three blocks and turn right, then go one block, turn left, go to the second traffic light and turn right.” Unless you write this down, which memory system will become most significant in trying to remember this information as you drive?
Declarative long-term
Episodic long-term
Sensory register
Short-term

6. Question #5
Raphael has been successful in past mathematics courses, but is having trouble in pre-calculus. He needs to make an “A” in this course in order to be eligible for a college scholarship. He cheated on the last test because his high school band was marching in a parade and did not have time to study like he should have. He considers himself an honest person and has felt guilty for the last week. He has decided that he would rather earn a lower grade than cheat on another test? Which theory provides the best explanation for his decision?
Social cognitive theory
Operant conditioning theory
Cognitive dissonance theory
Maslow’s theory of human needs

7. Question #6
Which of the following is NOT an assumption of the cognitive (information processing) approach to learning?
How we feel about a stimulus is as important as what we think about it.
Deciding what to pay attention to uses up processing capacity that might otherwise be used for understanding the perceived stimuli.
Information processing is a function of both the stimuli in the environment and related prior knowledge.
Human beings are genetically prepared to process information in certain ways.

8. Question #7
Operant conditioning is different from most other motivational theories in that it
is directly applicable in classroom situations whereas others are not.
suggests that reinforcement works as a source of motivation whereas punishment does not.
is empirically validated by experimental studies whereas others are validated only by descriptive or correlational studies.
advocates an external source of motivation whereas others advocate an internal processing by the individual as the source of motivation.

9. Question #8
Expectancy theory states that students will be more likely to complete assignments when they
highly value the goal for which they are striving.
have high levels of self-efficacy with respect to a particular activity.
believe that successful completion of the task is related to something they desire.
All of the above are correct.
Only “a” and “c” are correct.

10. Question #9 Which of the following is true?
Massed practice has essentially the same effects as overlearning.
Distributed practice is generally recommended over massed practice.
Guided practice is more important than independent practice.
Guided practice should be used in mathematics, but not in history or science.

11. Question #10
Which of the following is a correct implication for educators of Maslow’s hierarchy of needs?
Educators should design lessons that focus on helping students become self-actualized.
Students who have skipped a deficiency need level on the hierarchy must be helped to complete it.
Students who are self-actualized must be taught to have respect for their fellow students who aren’t so fortunate.
A student who is hungry or feeling unsafe may show little interest in being an important member of a group.

12. Question #11
Long-term memory is believed by information processing theorists to be
more susceptible to decay than short-term memory.
an exact copy of the input information.
mostly semantic in nature.
mostly visual in nature.

13. Question #12
A major difference between operant conditioning and social cognitive theories of motivation is that
operant conditioning theorists believe that all behavior is motivated by consequences whereas social cognitive theorists believe that consequences are only one of the environmental influences on behavior.
social cognitive theorists believe that behavior is both influenced by and influences the environment whereas operant conditioning theorists believe that consequences influence behavior but not vice versa.
operant conditioning theorists believe the source of initial behaviors are unimportant (it is the consequences that modify behavior that is crucial) whereas social learning theorists believe social conditions and personal qualities are important sources of behavior.
All of the above are correct.
Only “a” and “b” are correct.

14. Question #13 In Maslow’s hierarchy of needs
each need is conceptualized as independent of all others.
maintaining a positive self-concept is the most basic need.
some needs must be satisfied before a person can move on to others.
reinforcement is more important than avoiding punishment during early childhood while avoiding punishment is more important during middle childhood.

15. Question #14
The research on helping high school students to develop self-regulation skills showed that
no conclusions could be drawn from this study.
high school students could not learn these skills.
high school students could learn these skills, but at a cost of learning less academic content.
high school students could learn these skills, but needed more time to demonstrate them on a consistent basis.

16. Question #15
Teachers have a wide variety of opportunities to impact students’ self-efficacy. The best strategy is to
provide opportunities for students to experience success and then to reflect on that success.
provide opportunities for students to be happy and satisfied before attempting academic tasks.
remind the student that he or she has shown an aptitude in the past for learning in a specific academic discipline.
encourage students by providing feedback using the guidelines developed by Brophy in his review of research.

17. Question #16
Based on research on self-concept, self-esteem, and self-efficacy, one can make the following statement about whether or not a student will make an effort on a specific task in a specific academic subject such as mathematics.
Students with high levels of general self-concept will more likely put forth effort to work on a specific mathematics task.
Students with high levels of academic self-esteem will more likely put forth effort to work on a specific mathematics task.
Students with high levels of self-efficacy for solving math problems will more likely put forth effort to work on a specific mathematics task.
None of the measures of self-concept, self-esteem, or self-efficacy are predictive of effort put forth in academic tasks.

18. Question #17
One implication of cognitive dissonance for education is that
students may be reluctant to work on their assignments if not given enough positive reinforcement.
if students do not satisfy needs on the third and fourth level of Maslow’s need hierarchy they may not be able to concentrate on their school work.
students who do not do well in their academic performance will either try harder or rationalize their poor grades.
if students do not understand why school work is important they will tend to misbehave in class.

19. Question #18
When teaching students to self-regulate their learning activities it is
necessary to provide students with the proper environmental assets, both in the classroom and at home, and help them to feel good about themselves with respect to academic work.
important that students have the cognitive and behavioral skills that allow them to take advantage of the environmental assets that will help them achieve their goals.
critical that they have developed the ability for abstract symbolic thought before learning the skills of self-regulation.
necessary to eliminate grading as that conflicts with the students’ development of an internal locus of control.

20. Question #19
Research has shown that students who have _________ goals are more likely to perform well on academic tasks.
performance
mastery
social
long-term

21. Question #20
A student presents an original proposal for how the president could nominate Supreme Court Justices in a way that would always assure Senate confirmation. According to Bloom et al.’s taxonomy of the cognitive domain, the level of knowledge illustrated is
synthesis.
evaluation.
application.
comprehension.

22. The End