38.  The variable in the model for promoting student motivation : 1200570

38.  The variable in the model for promoting student motivation : 1200570.


38.  The variable in the model for promoting student motivation that Daryl’s efforts best illustrate:








39.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.


40.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 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.


41.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.


42.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.


43.Of the following, which is an 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.


44.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.







45.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?



c.Self-fulfilling prophecy



46.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 characteristic of the model for promoting student motivation that this behavior most closely relates to is:



c. expectations.

d. caring.


47.  “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.




38.  The variable in the model for promoting student motivation : 1200570

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