166.Karen is very interested in the arts, including the symphony, ballet, and visual arts. She is taking a course in art history, simply “because it is so intriguing.” Which of the following statements best explains Karen’s motivation in her art history course?

a.Her self-efficacy in art history is high.

b.Studying art history has high utility value for her.

c.She has high personal interest in art history.

d.She has high situational interest in art history.

    167.Research indicates that three of the following can increase situational interest in students. Which of the following is not likely to increase situational interest?

a.Building lessons around real-world tasks

b.Reinforcing students for performing well in quizzes

c.Personalizing the topics the students are studying

d.Using concrete examples to illustrate the topics the students are studying

  168.You are teaching a topic that you believe is important for your students to understand, but the students are not initially interested in it. Of the following, which is most effective for increasing your students’ situational interest in the topic?

a.Offer your students a series of rewards for studying the topic.

b.Explain that the topic is very important for their development, and encourage them to take the topic seriously.

c.Put the students in groups, and have the groups each identify two reasons why studying the topic might be important.

d.Model your interest in the topic by explaining why the topic is so interesting and important to you.

Use the following information for items 169 and 170.

The English teachers at Lakeshore Middle School are working with their students on figurative language such as similes, metaphors, and hyperbole, and how language can make writing more engaging.

Jennifer Daniels explains what figurative language is and why it is important for making writing more attractive. She defines each of the types of figurative language, such as hyperbole, metaphor, and simile, and she then shows the students a written passage, points out different examples of figurative language in it, and carefully explains which type of figurative language the example is, and why it is an example.

Delaney Cross carefully explains what figurative language is and tells the students that it can be used to make writing more attractive. She presents examples, such as “That’s the most beautiful song in history,” “He is a paragon of virtue,” and “Her smile is like a breeze on a summer day,” as examples of hyperbole, metaphor, and simile, respectively. She then has the students write additional examples for homework.

Kevin Solano writes a series of vignettes about the school and the students, such as, “Lakeshore is the most stupendous school on the planet, and its students are gems that sparkle like the stars.” The class discusses the vignettes and with Kevin’s guidance identifies parts such as, “Lakeshore is the most stupendous school on the planet” as examples of hyperbole, “its students are gems” as examples of metaphor, and, “sparkle like the stars” as examples of simile. He then has the students work in pairs to write a short passage in which as many examples of figurative language as possible are embedded.

Chris Floyd defines different types of figurative language for students and then reads them a passage from their textbook in which several examples of figurative language are embedded. She has students follow along in their textbooks as she reads. When an example appears in the story, she stops, identifies the example, and explains why it is an example of figurative language. She then writes a series of examples on the board and has the students identify them as hyperbole, metaphor, simile, and so on.

  169. The teacher who is the most likely to create a high degree of situational interest in the students is:

a.Jennifer.

b.Delaney.

c.Kevin.

d.Chris.

  170. The teacher who is the least likely to create a high degree of situational interest in the students is:

a.Jennifer.

b.Delaney.

c.Kevin.

d.Chris.

    171.A general uneasiness and feeling of tension relating to a situation with an uncertain outcome best describes:

a.expectations.

b.beliefs.

c.self-fulfilling prophesies.

d.anxiety.

    172.Which of the following best describes the relationship between anxiety and motivation to learn?

a.Anxiety is damaging for motivation and achievement, and it should be avoided if possible.

b.Some anxiety can be beneficial for motivation and achievement, but too much can be damaging.

c.A high level of anxiety increases motivation and achievement and is desirable when learners are first developing skills but not when the skills are well developed.

d.A high level of anxiety increases motivation and achievement because it makes students work hard and develop competence.

  173.You have studied very hard for a test that you know will be challenging, and you know the content very well. However, you are a bit nervous when you go into the test. If your performance is consistent with patterns identified by research, which of the following is the most likely result?

a.Your nervousness will seriously detract from your performance on the test.

b.Your nervousness will detract from your performance on the test, but it won’t be serious.

c.Your nervousness won’t impact your performance on the test one way or the other.

d.Your nervousness will improve your performance on the test.

    174.Which of the following describes the primary problem that highly test-anxious students encounter?

a.They use effective learning strategies when they study, but they forget to apply the strategies in tests.

b.They expect to succeed when they study, but the testing atmosphere detracts from their expectations.

c.They understand the content when they study, but they develop mental blocks in tests.

d.They don’t learn the content very well in the first place, which increases their anxiety.

Use the following information for items 175 and 176.

You have a highly test-anxious student in your class, and the student asks you for advice about how to cope with her anxiety.

  175.Of the following, what is the best advice you can give the student?

a.Put all the important definitions on note cards, and practice with the definitions until they’re automatic.

b.Outline the chapter, and then read the chapter carefully. Reread the chapter before the test.

c.When studying for the test, connect examples to definitions, and find relationships among the topics that will be covered on the test.

d.A few minutes before the test begins, take several slow, deep breaths to settle down and reduce anxiety.