Chapter 10: Motivation and Learning
CHAPTER ELEVEN
A CLASSROOM MODEL FOR PROMOTING STUDENT MOTIVATION
Creating a Mastery-Focused Environment
* 1. Which of the following best describes a mastery-focused classroom?
a. Emphasis on achievement, high grades, and positive comments on report cards
b. Emphasis on effort, continuous improvement, and increased understanding
c. Emphasis on reinforcing students for conscientious effort and earning good grades
d. Emphasis on reports to parents that students are behaving and competing well with their peers
* 2. Which of the following best describes a performance-focused classroom?
a. Emphasis working hard and meeting challenges
b. Emphasis on continuous improvement and increased understanding
c. Emphasis on providing feedback about understanding and viewing ability as alterable and increasing
with effort
d. Emphasis on earning high grades and competing well with other students in the class
* 3. Which of the following best describes the difference between mastery-focused and performance-focused
classroom environments?
a. High grades are more strongly emphasized in mastery-focused than in performance-focused
classroom environments.
b. Assessment is more likely to be used to provide feedback about learning progress in mastery–
focused than in performance-focused classroom environments.
c. Value is more likely to be placed on demonstrations of high ability in mastery-focused than in
performance-focused classroom environments.
d. Ability is more likely to be viewed as fixed in mastery-focused than in performance-focused
classroom environments.
* 4. Which of the following is characteristic of a performance-focused classroom?
a. An emphasis on improvement
b. Ability as incremental
c. Entity view of ability
d. Effort toward understanding
* 5. A teacher strongly emphasizes deep understanding of content and improvement in her class. This emphasis
most strongly illustrates which of the following?
a. A mastery-focused classroom environment
b. A self-regulated classroom environment
c. A performance-focused classroom environment
d. A challenge-focused classroom environment
* 6. Which of the following is the best example of a performance goal statement?
a. I really want to learn how to do these problems.
b. I know I am not great at piano, but if I keep practicing I will get better.
c. I want to score a 650 on my Math SAT.
d. I don’t have to win the marathon; I simply want to run it in a time consistent with my ability.
** 7. Which one of the following teacher statements most promotes a mastery-focused rather than a
performance-focused classroom?
Chapter 10: Motivation and Learning
a. “Let’s try hard now. I want to see a lot of A’s and B’s on the next test.”
b. “Very well done. Every person in the class improved on their scores compared to the last quiz.”
c. “Very good, everyone. Over half the class got either an A or a B on the last test.”
d. “C’mon now. Let’s give some of these top students a run for their money on this assignment.”
** 8. Ted Holmquist repeatedly makes comments such as, “Mistakes are a normal part of learning, so don’t feel
badly when you make a mistake. Remember, our goal is to really understand this stuff, not just memorize a
few terms.” Of the following, which statement best describes Ted’s efforts?
a. He is attempting to increase the students’ self-regulation.
b. He is attempting to create a mastery-focused classroom environment.
c. He is attempting to create a classroom environment in which students perform better than students in
other classes.
d. He is attempting to model desirable behaviors for the students.
** 9. Mr. McCormick is trying to motivate his fourth–grade students. He posts all of the “best” work on bulletin
board and gives out the “best grade of the week” award on Fridays because he feels these strategies will
motivate the learners to do their best. Which of the following is most consistent with Mr. McCormick’s
behavior?
a. He is modeling a mastery-focused classroom environment.
b. He is enhancing student self-efficacy.
c. He is creating a performance-focused classroom.
d. He is promoting a humanistic view of motivation.
* 10. Of the following, which best identifies the emotional architecture that provides a framework and a
foundation for the model for promoting student motivation?
a. Reinforcement for effort and achievement
b. The teacher-student relationship
c. Intrinsic motivation
d. Practice and feedback
Essay Items
* 11. Describe three differences between a mastery-focused and a performance-focused classroom environment.
* 12. Explain why the student-teacher relationship is so essential for student motivation to learn.
* 13. Describe the components and the variables in the Model for Promoting Student Motivation.
The Teacher: Personal Qualities That Increase Motivation to Learn
* 14. A teacher believes he can get all students to learn, regardless of background experiences or ability. This
belief most closely describes which of the following?
a. Teacher personal self-worth
b. Personal teaching efficacy
c. Personal teacher expectations
d. Teacher caring
* 15. Which of the following is an outcome of low personal teaching efficacy?
a. High student challenge
b. High teacher motivation
c. High teacher burnout
d. High student efficacy
Chapter 10: Motivation and Learning
** 16. Meredith Preston and Javier Martinez, two fifth–grade teachers, are talking in the teachers’ lounge after
school.
“My students are impossible,” Meredith sighs. “They don’t do their homework, their parents won’t
answer the phone when I call, and most of them don’t know their basic math facts.”
“I think we should make them learn whether they want to or not,” Javier responds. “I think if we’re
good enough, we can get all of them to learn. Some will learn more than others, but we can get every one of
them to learn more than they are now. I tell them, ‘Don’t try to slipsloppy work past me, because I’m just
going to make you do it over.’ It’s surprising. Some of them are a lot sharper than we give them credit for.”
Javier’s comments best illustrate which of the following variables from the model for promoting
student motivation?
a. Personal teaching efficacy
b. Positive expectations
c. Order and safety
d. Task comprehension
* 17. Which of the following best describes high collective efficacy?
a. Schools in which most of the teachers believe that they can get all students to learn.
b. Schools in which teacher expectations for low achievers are identical to their expectations for high
achievers.
c. Schools in which most of the teachers have a high sense of self-worth.
d. Schools in which students are frequently reinforced for desirable behaviors.
* 18. Which of the following is the most effective way to demonstrate that teachers are enthusiastic about the
topics they’re teaching?
a. Consistently demonstrate high levels of energy and animation during learning activities.
b. Routinely tell students that the topics are interesting and challenging.
c. Present topics in ways that are entertaining for the students.
d. Communicate to the students their own genuine interest in the topics they teach.
** 19. Students in Mr. Bradley’s class are convinced that he loves teaching. Their perceptions are most likely the
result of:
a. teacher modeling.
b. attribution theory.
c. reinforcement theory.
d. deficiency needs.
** 20. Keith Long and Marlo Drake, two junior high teachers, were talking in the teachers’ lounge. “I have made
a commitment to my class,” Keith commented. “If I ever do anything that breaks one of our rules, I’ve told
the class to remind me of it, and I’ll try to do better.” The variable in the Model for Promoting Student
Motivation that Keith’s comment best illustrates is:
a. personalization.
b. modeling.
c. task comprehension.
d. involvement.
** 21. Pamela Baker comments, “I try to get ‘up’ for my students in math. When I move around and stay active,
they stay more interested in the lesson.” The variable in the Model for Promoting Student Motivation that
the example best illustrates is:
a. modeling and enthusiasm.
b. personal teaching efficacy.
c. teacher expectations.
Chapter 10: Motivation and Learning
d. teacher personalization.
* 22. Of the following, the most effective way to communicate caring to students is to:
a. smile at them frequently.
b. compliment them on personal characteristics.
c. spend time with them.
d. be enthusiastic in class.
* 23. Which of the following is not considered to be an important personal quality of a caring teacher?
a. Shows respect and politeness to all students
b. Praises students whether or not they try
c. Helps with personal problems
d. Values individuality
* 24. Of the following, which is the most important way to communicate to students that you care about them?
a. Demonstrate that you respect them by holding them to high standards.
b. Avoid being too critical of their work, which could possibly damage their self-esteem.
c. Avoid teaching topics that aren’t relevant to their lives.
d. Give homework assignments on which all students can consistently succeed.
** 25. Mrs. Kryzewski spends a lot of time with her students both before and after school. The variable in the
Model for Promoting Student Motivation that best relates to her tendency to spend extra time is:
a. enthusiasm.
b. caring.
c. involvement.
d. personalization
** 26. Ms. Adams sends electronic pictures to the parents of students in her Family and Consumer Sciences class.
The pictures portray students engaged in class activities (such as making an omelet). She includes a
personal note about the picture to each family. Ms. Adams’s behavior best illustrates:
a. order and safety to meet students’ needs for equilibrium.
b. caring to meet students’ relatedness needs.
c. personal teaching efficacy to communicate beliefs about learning and teaching.
d. modeling and enthusiasm to communicate genuine interest.
Use the following vignette to answer items 27 and 28.
Daryl Brando conducts help sessions for his math students every morning before school. He tells them that he will
also help them after school if they want to come in and see him.
** 27. The variable in the Model for Promoting Student Motivation that Daryl’s efforts best illustrate is:
a. modeling.
b. caring.
c. personalization.
d. feedback.
** 28. Of the following, the theory of motivation that best explains the value of Daryl’s efforts is:
a. expectancy x value theory.
b. self- efficacy theory.
c. self-worth theory.
d. self-determination theory.
** 29. Elesha Cox is very concerned about her students’ self-esteem. To prevent her students from experiencing
failure, she will sometimes accept low-quality work from her students. “Sometimes they don’t put in as
Chapter 10: Motivation and Learning
much effort as I would like,” she notes, “but they’ll get better.” Of the following, which is the best
assessment of Elesha’s practice for increasing learner motivation?
a. It is effective, because experiencing success is important for motivation.
b. It is ineffective, because accepting work that reflects lack of effort indicates lack of caring.
c. It is effective, because students will eventually improve their learning strategies.
d. It is ineffective, because student self–esteem isn’t related to motivation.
* 30. Of the following, which is the most effective way to communicate to students that you expect them to
participate and succeed?
a. Routinely remind them that you have high expectations.
b. Express your belief in their ability to succeed.
c. Model your own interest in the topics you’re teaching.
d. Call on all of them as equally as possible.
* 31. Of the following, which best describes a difference in the ways teachers treat perceived high achievers
compared to the way they treat perceived low achievers?
a. They provide high achievers with less feedback about their work, since they believe high achievers
are already competent.
b. They call on high achievers more often than low achievers, because they expect high achievers to be
able to answer.
c. They spend more time with low achievers than with high achievers, because they believe low
achievers need more help.
d. They praise low achievers more often than high achievers, because they believe low achievers need
more reinforcement.
* 32. Of the following, which is the most accurate statement regarding how teachers differentially treat high– and
low-achieving learners?
a. Teachers provide more explanations to lower-achieving learners than they do higher-achieving
learners.
b. Teachers place lower-achieving learners further away from them in the classroom than they do
higher-achieving learners.
c. Teachers ask more questions of, and wait longer for, answers from lower-achieving learners than
higher-achieving learners.
d. Teachers provide lower-achieving learners more feedback than they do higher–achieving learners.
* 33. The concept of self-fulfilling prophecies most closely relates to:
a. teacher modeling and enthusiasm.
b. teacher caring.
c. teacher expectations.
d. personal teaching efficacy.
* 34. When teachers have low expectations for students, the students may inadvertently exert less effort and
ultimately perform less well than when teachers’ expectations are higher. Of the following concepts, which
one best explains this reduced effort and performance?
a. Self-efficacy
b. Self-regulation
c. Self-fulfilling prophecy
d. Self-monitoring
Chapter 10: Motivation and Learning
** 35. Sandra Kirk calls on all her students as equally as possible, and when someone fails to respond, or responds
incorrectly, she asks another, simpler question that allows the students to give an acceptable answer. The
variable in the Model for Promoting Student Motivation that this behavior most closely relates to is:
a. enthusiasm.
b. modeling.
c. expectations.
d. caring.
** 36. “Wow, that is terrific work,” Mrs. Magyar emphasized. “You always make the greatest illustrations for
your stories!”
Mrs. Magyar and her fourth–grade student Darline were looking through Darline’s crayon and water
color drawings during art class. Darline sat listlessly and seemed uninterested in continuing to work at all.
“Honey, just put some red right in there for the sun and that’ll be super,” Mrs. Magyar suggested.
Darline obediently picked up the red crayon and made some stray marks on her picture.
“Excellent!” Mrs. Magyar again responded, and she then moved on to chat with other students while
Darline sat and stared out the window. According to research on teacher actions that influence learner
motivation, what mistake did Mrs. Magyar make in attempting to motivate Darline?
a. She communicated low expectations by praising minimal effort.
b. She communicated low expectations through her animated vocalizations.
c. She communicated unreasonably high expectations by telling Darline how to draw the sun.
d. She made no mistake in this example.
** 37. Jamie is a low achiever and Rick is a high achiever in Mrs. Winston’s class. If Mrs. Winston’s behavior is
consistent with patterns identified by research, which of the following is most likely?
a. She will call on Jamie much more often than she will call on Rick (such as twice as often).
b. She will call on Jamie slightly more often than she will call on Rick.
c. She will call on Rick more often than she will call on Jamie.
d. She will call on both students about equally.
** 38. A teacher calls on John only rarely, gives him little time to respond before turning the question to someone
else, and provides sketchy feedback to his answers. The teacher’s behavior is most likely the result of
which of the following?
a. The teacher’s low expectations for John.
b. The teacher’s perception of John’s efficacy.
c. The kinds of topics the teacher teaches.
d. John’s past attitude in responding to questions.
Essay Item
** 39. Describe each of the four teacher personal qualities in the Model for Promoting Student Motivation, and
include a specific example that illustrates each.
** 40. Describe four guidelines that you can use to capitalize on your personal qualities to increase students’
motivation to learning, and provide an example of each.
Learning Climate: Creating a Motivating Classroom Environment
* 41 Of the following, which is the most effective way to set the tone for a safe and orderly learning
environment?
a. Consistently enforce procedures and rules for acceptable behavior.
b. Tell students that you respect them and want them to respect you in return.
c. Remind students of the need to treat each other as they expect to be treated.
d. Reinforce students for desirable behaviors.
Chapter 10: Motivation and Learning
** 42. “I start school right off the bat by setting up my rules for the year, and I spend the first 10 days of school
enforcing them until they get to be a pattern.” The variable in the Model for Promoting Student Motivation
that the example best illustrates is:
a. caring.
b. modeling.
c. introductory focus.
d. order and safety.
** 43. “Jason,” David Jensen, a fifth-grade teacher, says sternly after Jason has snickered at Marvin when Marvin
struggled to answer a question. “We stay completely quiet when one of our classmates is attempting to
answer a question.”
The variable in the Model for Promoting Student Motivation to which David’s admonishment most
closely relates is:
a. metacognition.
b. personal teaching efficacy.
c. order and safety.
d. teacher expectations.
* 44. Of the following, which has the most important influence on learners’ self-efficacy?
a. Past performance on similar tasks
b. Modeling success on similar tasks
c. Hearing teachers express confidence in their ability to complete the task
d. Feeling positive, safe, and comfortable in the classroom environment
* 45. Of the following, the variable in the Model for Promoting Student Motivation that has the greatest
likelihood of increasing learners’ perceptions of their own competence is:
a. order and safety.
b. enthusiasm.
c. modeling.
d. challenge.
* 46. Which of the following is least likely to help learners be successful in learning activities?
a. Develop lessons with questioning.
b. Make clear lectures your primary mode of instruction.
c. Provide a variety of high-quality examples of the topics students study.
d. Make assessment an ongoing part of instruction.
** 47. “I like to use a lot of questioning in my class. I won’t ever leave kids who’ve answered incorrectly until I
get an acceptable answer from them.” The variable in the Model for Promoting Student Motivation that the
example best illustrates is:
a. success.
b. personalization.
c. task comprehension.
d. modeling and enthusiasm.
** 48. On Wednesday morning, after the school’s team had won an exciting basketball game on Tuesday night,
Kevin Davis began his language arts class by writing, “The game was very exciting, and we pulled out a
thrilling victory in the last minute,” on the board.
“What is one adjective in the sentence. . . . Karen?” Kevin asks.
“. . .”
“What do we know about the game?”
“ . . . It was exciting,” Karen says hesitantly.
“Yes, good,” Kevin smiles. “So, what is one adjective?”
“. . . Exciting?” Karen says hesitantly with a question in her voice.
“Yes,” Kevin smiles. “Exciting describes the game, which is a noun, so exciting is an adjective.”
Chapter 10: Motivation and Learning
Of the following, Kevin’s questioning (asking, “What do we know about the game?” and, “So, what is
one adjective?”) best illustrates an attempt to capitalize on which variable in the Model for Promoting
Student Motivation?
a. Modeling and enthusiasm
b. Success
c. Feedback
d. Introductory focus
* 49. Success in learning activities is important for students. However, to be most effective, success should be
combined with an additional variable in the Model for Promoting Student Motivation if motivation is to be
increased as much as possible. That variable is:
a. teacher caring.
b. teacher enthusiasm.
c. task comprehension.
d. challenge.
** 50. “I think you kids have really got this stuff,” Tammy Horton said to her geometry class,” so I’ve fixed up a
couple of problems that will make you think. Let’s see if you can come through on them for tomorrow.”
The variable in the Model for Promoting Student Motivation that Tammy’s comment best illustrates is:
a. enthusiasm.
b. challenge.
c. task comprehension.
d. success.
** 51. Barbara keeps falling down but insists that she will become an excellent roller blade skater. Of the
following, the variable in the Model for Promoting Student Motivation best illustrated by Barbara’s efforts
is:
a. strategy use.
b. metacognition.
c. task comprehension.
d. challenge.
** 52. Which of the following theories of motivation best explains why challenging activities increase learner
motivation?
a. Self-regulation theory
b. Self-worth theory
c. Self-monitoring theory
d. Self-determination theory
** 53. Increasing students’ perception of competence and autonomy are important for learner motivation. Of the
following, perceptions of competence and autonomy are best increased by:
a. learning environments in which teachers are enthusiastic.
b. learning activities that focus on learner self-esteem.
c. success on tasks students view as challenging but doable.
d. reinforcement for completing assignments consistently and conscientiously.
** 54. Student motivation increases when they understand what they’re learning and why they are learning it.
Which of the following variables in the Model for Promoting Student Motivation is best illustrated by this
description?
a. Teacher caring
b. Teacher expectations
Chapter 10: Motivation and Learning
c. Task comprehension
d. Challenge
** 55. The concept of utility value–the belief that knowledge or skills learned in school will be valuable outside
the immediate classroom–most closely relates to which of the following variables in the Model for
Promoting Student Motivation?
a. Task comprehension
b. Goal monitoring
c. Introductory focus
d. Strategy use
** 56. When students understand what they’re supposed to be learning and why they’re supposed to learn it, their
perceptions of control increase. The value of these increased perceptions is best explained by:
a. expectancy x value theory.
b. self-worth theory.
c. self-determination theory.
d. self-efficacy theory.
** 57. As Ron Hanson and his class are discussing a topic, Ron routinely asks, “Now, why do you suppose we
want to study this topic? Why do you think it’s important?” The variable in the Model for Promoting
Student Motivation that is best demonstrated by Ron’s questions is:
a. teacher expectations.
b. personalization.
c. task comprehension.
d. challenge.
** 58. Teachers are urged to provide students with a reason for studying the topics they’re studying. Providing
rationales most closely relates to which variable in the Model for Promoting Student Motivation?
a. Modeling
b. Task comprehension
c. Order and safety
d. Involvement
** 59. “When I give the kids an assignment, I tell them exactly what I want, why we’re doing the assignment, and
how many points it’s worth,” Kelly Evans commented to one of her friends. “They’re trying harder now
than they did before.” The variable in the Model for Promoting Student Motivation that Kelly’s comment
best illustrates is:
a. order and safety.
b. climate.
c. task comprehension.
d. success.
Essay Items
** 60. Your text emphasizes the role of order and safety in learning. Suggest two reasons that order and safety are
important, and provide two personal suggestions as to how you will incorporate order and safety into your
work with your students.
** 61. “Geography influences the way we live,” Hector Gonzalez says to his students as they compare the
influence of geography on lifestyles in Minnesota and California. “It influences the way make money, how
we spend our leisure time, and even the way we dress. This is why we study it, and we’ll look for these
relationships in all the rest of our units.” Which component and what variable of the Model for Promoting
Student Motivation are best illustrated by Hector’s statements? Explain.
** 62. Explain why challenge is such an important climate variable. What theory of motivation best explains the
motivational effects of challenge?
Chapter 10: Motivation and Learning
** 63. Describe four guidelines we can follow for creating a motivating classroom environment, and include an
example of each.
Instructional Variables: Developing Interest in Learning Activities
* 64. Of the following, the instructional variables in the Model for Promoting Student Motivation are most
oriented toward which of the following?
a. Maintaining student interest in learning activities
b. Developing student self-regulation
c. Attracting students’ attention
d. Increasing students’ sense of self-worth
* 65. Beginning lessons with an attention-getting activity that provides an umbrella for the content to follow best
describes which of the following variable in the Model for Promoting Student Motivation?
a. Goal setting
b. Task comprehension
c. Introductory focus
d. Personalization
** 66. Ron Cheek begins each of his lessons with a problem, question, or overview. “This is what we’re going to
focus on today,” he routinely says. The variable in the Model for Promoting Student Motivation that best
relates to his effort is:
a. involvement.
b. introductory focus.
c. task comprehension.
d. challenge.
** 67. A teacher starts her lesson by saying, “We’ve gotten really good at subtracting, but now I’m stuck. I had
thirty-two stickers,” as she writes 32 on the chalkboard, “but I gave eighteen of them away,” and she wrote
18 on the board under the 32. “I can’t figure out how many I have left, because the eight is bigger than the
two. What am I going to do?” The problem best illustrates attempt to promote motivation by capitalizing
on which of the following?
a. Introductory focus
b. Order and safety
c. Success
d. Reinforcement
** 68. In many drivers’ education classes, the teachers include the viewing of “The Film.” “The Film” includes
footage from several accident scenes with voiceover telling the viewer how and why the accident
happened. Mr. Marino has decided to use “The Film” to start his unit on safe driving. Which of the
following best explains why “The Film” is likely to be effective for promoting student motivation?
a. The film will address learning climate variables.
b. The film will directly facilitate goal setting.
c. The film will address introductory focus.
d. The film will assist in feedback to the learners.
** 69. The variable introductory focus in the Model for Promoting Student Motivation best attempts to capitalize
on the intrinsically motivating effects of which of the following factors?
a. Fantasy
b. Curiosity
c. Challenge
d. Control
Chapter 10: Motivation and Learning
** 70. As often as she can, Cheryl Eng puts the kids’ names, the class, and the school in her examples when she
teaches. She comments that this is an aid in getting their attention. The variable in the Model for
Promoting Student Motivation that the example best illustrates is:
a. involvement.
b. enthusiasm.
c. personalization.
d. modeling.
** 71. Teachers often put students’ names and situations in their examples and problems. Of the following, which
variable in the Model for Promoting Student Motivation does this practice best illustrate?
a. Task comprehension
b. Safety and order
c. Introductory focus
d. Personalization
** 72. Dan Parker comments, “Kari, congratulations on our win yesterday. She made six stops in our victory over
Landon yesterday. Kari wears number 19 on her jersey. Now let’s look at how Kari’s numbers relate to the
different scales of measurement that we are studying today.” (Kari is the goal keeper on the school’s soccer
team.) Of the following, the variable in the Model for Promoting Student Motivation best illustrated by the
way Dan introduced scales of measurement is:
a. involvement.
b. strategy use.
c. personalization.
d. caring.
* 73. Student involvement is important for motivation. Of the following, which strategy is most effective for
increasing student involvement?
a. Explain topics thoroughly and accurately.
b. Remind students that you have high expectations for them.
c. Use open-ended questions that ensure students’ successful answers.
d. Be sure that students understand what they’re supposed to be learning and why.
* 74. Of the following, which is least effective for promoting student motivation by increasing involvement in
learning activities?
a. Reinforcing students for acceptable behavior
b. Asking open-ended questions
c. Using hands-on activities
d. Using student group work
** 75. David Crouch has given his students their own mini chalkboards. When they practice math problems, each
student does the problem on his or her chalkboard, so he can immediately see how they did and give them
feedback. The variable in the Model for Promoting Student Motivation that the example best illustrates is:
a. introductory focus.
b. involvement.
c. modeling.
d. enthusiasm.
** 76. A teacher wants to get more involvement from her class in their study of Beethoven and decides to try to
reach the goal through questioning. Based on research examining the involvement of students in learning
activities, which of the following is the best question for promoting student involvement?
a. “How does Beethoven’s work compare to that of the other people we’ve studied so far?”
b. “Identify one or two of Beethoven’s most famous works.”
Chapter 10: Motivation and Learning
c. “At what time in history did Beethoven live?”
d. “What was Beethoven’s ethnic background.”
Use the following information for items 77-79.
On Wednesday morning, after the school’s team had won an exciting basketball game on Tuesday night, Kevin
Davis began his language arts class by writing,, “The game was very exciting, and we pulled out a thrilling victory in
the last minute,” on the board.
“What is one adjective in the sentence. . . . Karen?” Kevin asks.
“. . .”
“What do we know about the game?”
“ . . . It was exciting,” Karen says hesitantly.
“Yes, good,” Kevin smiles. “So, what is one adjective?”
“. . . Exciting?” Karen says hesitantly with a question in her voice.
“Yes,” Kevin smiles. “Exciting describes the game, which is a noun, so exciting is an adjective.”
** 77. The sentence Kevin wrote on the board was an attempt to capitalize on a variable in the Model for
Promoting Student Motivation. Which of the following variables best illustrates this attempt?
a. Personal teaching efficacy
b. Task comprehension
c. Modeling and enthusiasm
d. Personalization
** 79. The theory of motivation that best explains why Kevin’s example (his sentence on the board) was likely to
be effective is:
a. behaviorism.
b. expectancy x value theory.
c. self-efficacy theory.
d. self-determination theory.
** 79. Kevin’s statement, “Yes . . . Exciting describes the game, which is a noun, so exciting is an adjective,” after
Karen’s hesitant response best illustrates his attempt to capitalize on which of the following variables in the
Model for Promoting Student Motivation?
a. Teacher expectations
b. Success
c. Modeling and enthusiasm
d. Feedback
** 80. The variable in the Model for Promoting Student Motivation that best fits the description “information
about learning progress” is:
a. task comprehension.
b. introductory focus.
c. personalization.
d. feedback.
** 81. Which of the following best explains the need for feedback in increasing learner motivation?
a. Behaviorism
b. Cognitive load theory
c. Schema theory
d. Constructivism
** 82. Feedback helps meet learners’ needs to understand why they perform the way they do on assessments.
Which of the following theories of motivation best explains this need?
Chapter 10: Motivation and Learning
a. Attribution theory
b. Self-determination theory
c. Expectancy x value theory
d. Self-worth theory
* 83. Of the following, which is the most important characteristic of effective feedback?
a. It provides information that improves learning.
b. It provides information intended to increase self-esteem.
c. It provides positive reinforcement for students’ efforts.
d. It provides clear explanations of the topics students are studying.
* 84. Of the following, which is most important for increasing learner motivation after having given them a test
or quiz?
a. Make positive statements about their performance on the assessment.
b. Provide detailed feedback about their responses to items on the assessment.
c. Remind students that performance on assessments is important for moving on to the next grade or
for graduating from high school.
d. Identify the people who performed the best on the assessment, so that they’re models for the rest of
the students.
Use the following information for items 85-89.
Roxana Mendez pours water into one transparent plastic drink cup and an equal amount of alcohol into another
identical cup. She then drops an ice cube into each cup, and to the students’ surprise, since they didn’t know that one
of the cups contained alcohol, the cube floats in the first (the water) and sinks in the second (the alcohol).
Smiling at their uncertainty, Roxana says, “Today, our task is going to be to figure out what is happening here.
First, what do you notice? . . . Larry?”
“The ice is floating there (pointing at the first cup), but it isn’t there (pointing at the second).”
“What else?” Roxana continues. “. . . Brigitte”
“Both the liquids look the same.”
“Yes, they do,” Roxana nods.
Roxana then continues questioning as she did with Larry and Brigitte, guiding the students to conclude that the
liquids in the cups must be different.
As the lesson comes to closure, Gary whispers to Edna, “Mrs. Mendez really digs this stuff,” and Edna nods in
agreement.
** 85. Of the following, which best describes Roxana’s thinking as she planned to begin her lesson by dropping
the ice cubes into the two cups of liquid?
a. Roxana wanted to capitalize on the motivating effects of high personal teaching efficacy.
b. Roxana wanted to capitalize on the motivating effects of learner self-regulation.
c. Roxana wanted to capitalize in the intrinsically motivating effects of curiosity.
d. Roxana wanted to capitalize in the intrinsically motivating effects of challenging goals.
Chapter 10: Motivation and Learning
** 86. Which theory of motivation best explains the motivating effects of Roxana’s demonstration?
a. Expectancy x value theory
b. Self-determination theory
c. Attribution theory
d. Self-worth theory
** 87. Of the following, Roxana’s lesson beginning—dropping the ice cubes into the liquids and saying “Today,
our task is going to be to figure out what is happening here”—best illustrates an attempt to capitalize on
which of the following variable in the Model for Promoting Student Motivation?
a. Task comprehension
b. Challenge
c. Personalization
d. Introductory focus
** 88. Of the following, the variable in the Model for Promoting Student Motivation that the type of questions
Roxana asked (e.g., First, “What do you notice?”) best illustrates is:
a. involvement.
b. challenge.
c. personalization.
d. personal teaching efficacy.
** 89. Of the following, the variable in the Model for Promoting Student Motivation best illustrated by Gary’s
comment, “Mrs. Mendez really digs this stuff,” is:
a. personal teaching efficacy.
b. teacher expectations.
c. teacher modeling and enthusiasm.
d. personalization.
* 90. Charlie Golgoski wants his students to understand adjectives, and he displays the following sentence on the
overhead:
Running is very good exercise.
Charlie also wants to capitalize on the motivating effects of involvement as much as possible. Of the
following, what is the most effective question Charlie can ask to promote involvement in his students?
a. “What can you tell us about the sentence? . . . Terrell?”
b. “What is an adjective in the sentence? . . . Terrell?”
c. “From the sentence, what do we know about exercise? . . . Terrell?”
d. “Terrell, what is the adjective in the sentence?”
Use the following information for items 91 and 92.
In order to assess their progress toward his goals, Sam Malone quizzes his students frequently. He returns the
quizzes the day after they’re given and spends several minutes discussing the frequently missed items. He invites
anyone with other questions about any quiz item to see him after school. “You’re improving all the time,” Sam
periodically comments after discussing a quiz. “You’re getting to the point where you really understand this stuff.”
** 91. Of the following, the variable in the Model for Promoting Student Motivation that Sam’s efforts best
illustrate is:
a. modeling.
b. expectations.
c. personal teaching efficacy.
d. feedback.
Chapter 10: Motivation and Learning
** 92. The value for student motivation of Sam commenting, “You’re improving all the time,” and “You’re
getting to the point where you really understand this stuff,” is best explained by which of the following
theories?
a. Humanistic views of motivation, since the comments communicate unconditional positive regard
b. Expectancy x value theory, since the comments communicate the utility value of what they’re
learning
c. Self-determination theory, since the comments suggest that competence is increasing
d. Goal theory, since the comments are likely to lead to self-regulation
** 93. Oscar is one of the lowest achievers in Mrs. Edgar’s class. Which of the following is the best form of
feedback to give him as he receives the results of a quiz?
a. “Well done. You improved four points over your last quiz score.”
b. “Well done. You scored in the top half of the class on this quiz.”
c. “Well done. You got a B on this quiz. This is your highest score so far.”
d. “Well done. If you keep up the good work, you’ll soon be doing as well as your buddy Carter here.”
Use the following information for items 94-96.
Zabrina Simpson introduces a lesson on present perfect tense by displaying the following sentences on the
board and saying, “Now let’s try to figure out what these sentences have in common.”
We have worked on grammar in this class for two weeks.
Mrs. Evenson has come into our room twice so far this week. [Mrs. Evans is the school principal.]
Karen was absent for two days last week. [Karen is a girl in the class.]
She then continues, “What do you see that’s different about the third sentence compared to the first two? . . .
Sue?”
** 94. Zabrina’s question (“What do you see that’s different about the third sentence compared to the first two?”)
is most likely an attempt to capitalize on which of the following variable in the Model for Promoting
Student Motivation?
a. Teacher expectations
b. Challenge
c. Involvement
d. Task comprehension
** 95. Zabrina’s question (“What do you see that’s different about the third sentence compared to the first two?”)
also is an attempt to capitalize on a second variable in the Model for Promoting Student Motivation. Of the
following, which variable is best illustrated by her question?
a. Metacognition
b. Personal teaching efficacy
c. Caring
d. Success
** 96. Zabrina’s choice of examples (her sentences) best illustrates an attempt to capitalize on which of the
following variables in the Model for Promoting Student Motivation?
Chapter 10: Motivation and Learning
a. Success
b. Task comprehension
c. Introductory focus
d. Personalization
* 97. According to research and your textbook, which of the following would be typical of urban school
classrooms?
a. A learning environment where the students are challenged
b. High teacher expectations for student learning
c. High levels of student autonomy
d. Emphasis on control of student behavior
* 98. Of the following, which variable in the Model for Promoting Student Motivation is likely to be most
important for increasing motivation to learn in members of cultural minorities?
a. Personalization
b. Task comprehension
c. Feedback
d. Introductory focus
Essay Items
** 99. As a middle school health teacher, you will be teaching a unit on nutrition. Identify three techniques that
demonstrate tools for introductory focus. Provide a concrete, novel example of how you could employ
each for your unit on nutrition.
** 100. Which variable in the Model for Promoting Student Motivation is particularly important for working with
students having diverse backgrounds, and particularly with members of cultural minorities? Explain why
this variable is so important.
** 101. Describe four guidelines that you can use in your efforts to capitalize on the instructional variables in the
model for promoting student motivation to increase your students’ motivation to learn. Provide a concrete
example of each.
Chapter 10: Motivation and Learning
CHAPTER ELEVEN ANSWERS
Creating a Mastery-Focused Environment
Chapter 10: Motivation and Learning
The Teacher: Personal Qualities That Increase Motivation to Learn
Learning Climate: Creating a Motivating Environment
Chapter 10: Motivation and Learning
Instructional Variables: Developing Interest in Learning Activities
Chapter 10: Motivation and Learning