Understanding Motivation and Emotion, 5th Edition Solution Manual & Test Bank by Ace Test Banks

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Instructor's Manual and Test Bank to accompany

Understanding Motivation and Emotion Fifth Edition

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

INTRODUCTION This Instructor’s Manual and Test Bank provides classroom activities, suggested questions for discussion, and test items that an instructor teaching a course on motivation and emotion might find useful.

Organization The Instructor’s Manual and Test Bank features 16 chapters, one for each chapter in Understanding Motivation and Emotion, 5e. In addition to an opening chapter outline, each chapter features six sections, the first three of which correspond to the Instructor’s Manual and the last three of which correspond to the Test Bank:

Instructor’s Manual 1. Problem of the Day 2. Activities 3. Discussion Questions a. Theory b. Application

Test Bank 4. Multiple-Choice Questions 5. Answers to Multiple Choice Questions 6.

Short-Essay Questions

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Instructor’s Manual Problem of the Day The Problem of the Day entries are offered to instructors as a way to organize or structure an hour of classroom discussion, reflection, and problem solving. Each Problem of the Day is meant to be written on the board, overhead, or PowerPoint slide as an initial, thought-provoking question that provides a starting point or theme for the hour. It might also be consider as a Question of the Day that needs to be answered or solved. Activities The activities are offered to instructors as a non-traditional way to organize classroom time to promote a mode of learning that taps into students’ prior knowledge, interests, and voice. The activities are design to promote student participation, reflection, and engagement. Discussion Questions The Discussion Questions offer questions to stimulate class discussion. The questions have been written to supplement an instructor’s lecture. The questions work best either when students see (or hear) these questions as they sit next to a cooperative learning partner or within a small group involved in a cooperative learning activity. By addressing each question, students gain an opportunity to voice their perspective, offer input, and reflect on their current understanding. Some questions require only 2 to 5 minutes of class time. Other questions are more involved and require about 20 minutes of class time. The Discussion Questions come in two flavors. Some questions are theory-based, and they ask student to think theoretically. Other questions are application-based, and they ask students to think in terms of practical application. “Practical application” corresponds to the student’s effort to apply the chapter’s content to their personal and professional lives.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Test Bank Multiple Choice Questions Each chapter provides 30 to 40 multiple choice questions. The 4- or 5-response options are listed in alphabetically order based on the first word of the response option’s word, phrase, or sentence. The test questions have been written to assess both factual information and conceptual understanding. Answers to Multiple Choice Questions Essay Questions Each chapter offers about 20 short essay questions. Each question is meant to be answered with about a one paragraph response.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Chapter 1

Introduction

Chapter Outline Motivational Science Two Perennial Questions What Causes Behavior? Why Does Behavior Vary in Its Intensity? Subject Matter Internal Motives External Events Expressions of Motivation Behavior Engagement Brain Activations and Physiology Self-Report Themes in the Study of Motivation Motivation Benefits Adaptation Motives Direct Attention and Prepare Action Motives Vary Over Time and Influence the Ongoing Stream of Behavior Types of Motivation Exist Motivation Includes Both Approach and Avoidance Tendencies Motivation Study Reveals What People Want To Flourish, Motivation Needs Supportive Conditions There Is Nothing So Practical As a Good Theory Putting It All Together: A Framework to Understand the Study of Motivation

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Problem of the Day What cues do you use to know the motivation of another person?

Activities Define motivation. Ask each student to construct a personal, one-sentence definition. Then, ask students to exchange and share their written definitions with the person sitting next to them. Define emotion. Ask each student to construct a personal, one-sentence definition (if possible). Then, ask students to exchange and share their written definitions with the person sitting next to them.

Discussion Questions Theory 1.

Imagine that a guest speaker, named Dr. Motivation, pays a visit to your class. He wonders if you might have one burning question to ask. What might that question be?

From a motivational point of view, what causes behavior?

From a motivational point of view, why does behavior vary in its intensity?

Motivation arises from both internal motives (i.e., needs, cognitions, emotions) and external events (i.e., incentives, consequences, social contexts). Is one of these sources of motivation more potent or more effective in motivating people than is the other? Are people primarily motivated by internal motives, by external events, or are people motivated roughly equally by internal motives and external events?

Application 1.

Think about a serious motivational problem you had. What was it? What do you think caused the problem? How might you solve it?

Think about a serious motivational problem someone else had (e.g., friend, teammate). What was it? What do you think caused the problem? How might you solve it?

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Why did you come to class today? Provide a motivational answer to explain: Initiation: What motivated you to come to class in the first place? Persistence: Why do you continue to stay minute-after-minute? Why come back tomorrow? Goal directedness: Why go to class today, rather than do something else?

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Multiple-Choice Test Questions __ 1. Motivation study concerns itself with those processes that give behavior its: (a) benefits and costs. (b) energy and direction. (c) feedforward and feedback. (d) success and failure. (e) uniqueness and individuality. __ 2. A theory is: (a) A construction of facts with successive layers of complexity. (b) An intellectual forecast to estimate the value of a psychological principle. (c) A project requiring some action or some set of actions. (d) An intellectual framework to identify and explain relationships among phenomena. __ 3. Pairing “science” and “motivation” in the phrase “motivational science” means that answers to motivational questions require: (a) that one’s personal beliefs about motivation are confirmed by cultural norms. (b) opportunities to reflect on one’s personal experiences so to gain personal insights about the nature of motivation. (c) data-based, empirical evidence to validate objectively one’s claims about how motivation works. (d) that one recognizes that most motivational states cannot be studied scientifically. __ 4. Which of the following statements is most true? (a) A motive is an internal process that energizes and directs behavior. (b) Cognitions are short-lived physiological-functional-expressive phenomenon. (c) External motives (incentives) predict behavior better than do internal motives (needs). (e) Internal motives (needs) predict behavior better than do external motives (incentives). __ 5. Which of the following statements best defines motivation? Motivation is: (a) an intense desire to succeed. (b) a force that energizes and directs behavior. (c) a system of rewards and punishments to influence behavior. (d) positive beliefs about oneself, such as high self-esteem. __ 6. Among the following questions, which is consider to be a core, perennial question within motivation study? (a) Is human behavior mostly conscious or mostly unconscious? (b) Under what conditions do people learn best? (c) What causes behavior? (d) Why are people happy?

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__ 7. People often say that the best way to motivate others is to increase their self-esteem, as in “Find a way to make people feel good about themselves, and then all sorts of good things start to happen.” In response to this approach to motivation, the textbook concluded that: (a) No research exists on self-esteem because it is best studied through personal experience. (b) There is a great deal of evidence to support this approach to motivation. (c) There is practically no evidence to support this approach to motivation. (d) While not perfect, increasing self-esteem is still the most effective approach to motivating other people. __ 8. Which of the following questions is not a key part of understanding motivation study’s basic question, “What causes behavior?” (a) Once begun, why is a behavior sustained over time? (b) What is the difference between one type of behavior and another? (c) What is the difference between one type of behavior and another type? (d) Why does behavior start? (e) Why does behavior stop? __ 9. A motivation researcher interested in understanding why a person eats a meal needs to answer all of the following questions, except: (a) How is food digested? (b) Why did the eating begin? (c) Why did the eating end? (d) Why did the person eat quickly at first but eat much slower after several bites? (e) Why is the person eating a meal rather than doing something else? __10. ___ are conditions within the individual that are essential and necessary for the maintenance of life and for the nurturance of growth and well-being. (a) Cognitions (b) Emotions (c) Motives (d) Needs (e) Presses __11. ___ are short-lived subjective-physiological-functional-expressive phenomena that orchestrate how a person reacts to significant life events. (a) Cognitions (b) Emotions (c) Motivations (d) Motives (e) Needs

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__12. In contrast to other psychological constructs, like intelligence and personality, the construct of "motivation" has one great advantage, which is that: (a) measures of motivation are more reliable than are measures of these other constructs. (b) motivation is more psychological in nature than these other constructs. (c) motivation is more stable and endures over time more than these other constructs. (d) the antecedent conditions to motivational states are frequently known. __13. The time a person delays a response following an initial exposure to a stimulus event (e.g., how much time it takes before one starts studying upon entering the library) is called: (a) Choice (b) Effort (c) Latency (d) Persistence (e) Probability of response __14. _____ is the time interval between the initiation of a response until its cessation. (a) Choice (b) Effort (c) Latency (d) Persistence (e) Probability of response __15. Assessing a person’s heart rate, blood pressure, and respiratory rate to infer the presence and intensity of a person’s motivational state constitutes which type of measure of motivation? (a) behavioral (b) enactive (c) ethological (d) physiological (e) projective __16. In general, motivation researchers rely heavily on _____ measures, but only lightly on _____ measures. (a) behavioral and physiological, self-report (b) behavioral, self-report and physiological (c) self-report and behavioral, physiological (d) self-report, behavioral and physiological __17. Which of the following is not a valid criticism of self-report measures of motivation? (a) People often give socially desirable, rather than accurate, verbal responses. (b) Self-report measures are inherently unreliable. (c) Self-report measures do not work well with either infants or animals. (d) Self-report measures frequently rely on memory for their accuracy.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__18. If a motivation researcher measured chemicals within a person’s blood or saliva (e.g., (epinephrine, cortisol), then that researcher would be assessing which aspect of brain and physiological activity as an expression of the person’s motivation? (a) brain activity (b) cardiovascular activity (c) electrodermal activity (d) hormonal activity (e) ocular activity __19. Engagement is a multidimensional expression of motivation. Which of the following aspect of engagement is not central to understanding the person’s underlying motive status? (a) behavioral engagement (b) cognitive engagement (c) emotional engagement (d) social engagement (e) voice __20. ___ expresses the extent to which the person’s actively monitors how well things are going and uses sophisticated learning and problem-solving strategies. (a) behavioral engagement (b) cognitive engagement (c) emotional engagement (d) social engagement (e) voice __21. If a student pays very close attention to the learning materials, puts forth a lot of effort in the learning, and persists in the learning for an extended period of time, she would be rated as scoring high on which type of engagement? (a) behavioral engagement (b) cognitive engagement (c) emotional engagement (d) social engagement (e) voice __22. If a student asked questions, offered suggestions, expressed his preferences for how to learn the lesson, he would be rated as scoring high on which type of engagement? (a) behavioral engagement (b) cognitive engagement (c) emotional engagement (d) social engagement (e) voice

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__23. The following example reveals the importance of which theme in the study of motivation? The worker who has an interesting job and works with supportive co-workers will perform better and be happier on the job than will the worker who has a boring job and works with conflictual co-workers. (a) Changes in environmental conditions cause changes in motivational states (b) Motives direct attention and prepare action. (c) Motivation includes both approach and avoidance tendencies (d) To adapt optimally, people need positive, approach-based motives rather than aversive, avoidance-based motives. (e) To flourish, motivation needs supportive conditions. __24. Which of the following statements best supports the conclusion that types of motivations exist? (a) Motivation is a dynamic process. (b) Motivation is a unitary construct. (c) Some types of motivation yield a higher quality of experience and better outcomes than do other types. (d) Some types of motivation produce more energy and direction than do others. (e) Some types of motivation produce a greater sense of purpose than do other types of motivation. __25. To adapt optimally, people need a motivational repertoire that features: (a) Just as many avoidance-based motives as approach-based motives. (b) Many more approach-based motives than avoidance-based motives. (c) Many more avoidance-based motives than approach-based motives. (d) Many more biologically-based motives than psychologically-based motives. (e) Many more psychologically-based motives than biologically-based motives. __26. A motivational psychologist would agree with each of the following, except: (a) changes in environmental conditions cause changes in motivational states (b) motivation includes both approach and avoidance tendencies (c) to adapt optimally, people need positive, approach-based motives rather than aversive, avoidance-based motives. (d) to flourish, motivation needs supportive conditions. __27. Theories help motivation researchers: (a) avoid having to collect data to test their hypotheses. (b) avoid statistics to analyze the data they collect in their experiments. (c) understand the public’s priority as to what motivation researchers should study. (d) understand the complex phenomena they study. (e) all of the above

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__28. Can theories of motivation be used to recommend practical applications to improve people’s lives? (a) No, the function of a theory is only to design a good research study. (b) No, the real world is just too messy for practical applications of theories of motivation (c) Yes, once validated, theories can be used to recommend practical applications.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Answers to Multiple Choice Questions Chapter 1 Introduction

Multiple-Choice Test Questions 1.

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Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Short-Essay Test Questions 1.

Explain the meaning and importance of the phrase motivational science. That is, why is it important to say motivation is a science?

Explain the function or purpose of a theory in terms of helping (1) motivation researchers understand complex phenomena, (2) generate testable research hypotheses, and (3) recommend practical applications (e.g., schools, work) to improve people’s lives.

State the two perennial questions in the motivation study.

How do motivation researchers answer this question: What causes behavior?

How do motivation researchers answer this question: Why does behavior vary in its intensity?

What is the problem with the idea that the best way to motivate people is to increase their self-esteem? That is, why don’t motivation researchers recommend practitioners (e.g., teachers, parents) boost people’s self-esteem with the intention of increasing their motivation?

What is the subject matter of motivation study? That is, if motivation is defined as the study of those processes that give behavior its energy and direction, then identify what those various processes are that give behavior its energy and direction.

Why do motivation researcher care so much about monitoring a person’s engagement during an activity? When the monitor a person’s engagement, what do they monitor to determine the person’s extent of engagement?

9. of

How can you tell that someone is motivated? That is, to assess the quantity and quality person’s motivation, what would you measure?

10.

If a person was highly afraid, what would a motivational psychologist measure to infer the presence and intensity level of that fear?

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Provide a definition and example of these two aspects of motivated behavior: latency and persistence.

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Explain why motivational psychologists do not solely depend on self-report questionnaire data to assess people's motivational states.

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Briefly describe each of the following six physiological systems that expresses a person’s underlying motivational or emotional process--cardiovascular activity, plasma activity, hormonal activity, ocular activity, electrodermal activity, and skeletal muscle activity. 11

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

14.

Explain the meaning of the following theme in motivation study: Motivation benefits adaptation.

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Explain the meaning of the following theme in motivation study: Motivation varies not only in its intensity but also in its type.

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Explain the meaning of the following theme in motivation study: Motives vary over time and influence the on-going stream of behavior.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Chapter 2

Motivation In Historical and Contemporary Perspectives

Chapter Outline Philosophical Origins of Motivational Concepts Grand Theories Will Instinct Drive Post-Drive Theory Years Mini-Theories Active Nature of the Person Cognitive Revolution Applied, Socially Relevant Research Contemporary Era The 1990s Reemergence of Motivation Study A New Paradigm Conclusion

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Problem of the Day Are people always motivated, or sometimes motivated and sometimes unmotivated? If you rank ordered how important/central each field (or course) in the larger field of psychology was (e.g., cognition, neuroscience, developmental, clinical), where would motivation rank?

Activities Visit the university library and find the BF section that features books on motivation. Find a motivation text from the 1960s or 1970 (like the one’s referenced on page 32). Photocopy the Table of Contents. Compare the Table of Contents of the motivation text from the 1960s or 1970s with the textbook used in this course, noting both similarities and differences.

Discussion Questions Theory 1.

Explain the principle reason why the will failed as a grand theory of motivation; explain the principle reason why the instinct failed as a grand theory of motivation; explain the principle reasons why drive failed as the grand theory of motivation.

Sigmund Freud’s drive theory featured four components: source, impetus, aim, and object. Consider either hunger or thirst as a drive, and answer these four questions: • What is the source of the drive? (the bodily deficit) • What is the impetus of the drive (why is the drive intense or not intense) • What is the aim of the drive (satisfaction of the underlying bodily deficit) • What is the object of the drive (environmental object to satiate the bodily deficit)

Explain in words the four key terms in Clark Hull’s drive theory: E = H x D x K. What does each letter stand for, why is it important, and what is its role in understanding human motivation?

In the contemporary study of human motivation, many minitheories of motivation exist instead of one grand theory. Which of these two approaches will dominate motivation study 20 years from now---many minitheories or one grand theory?

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Application 1.

Ask students to list the courses in psychology they have taken so far. Some courses, for instance, might be social psychology, developmental psychology, and clinical psychology. Ask students to estimate how much of the content in each course was motivational in nature—0%, 5%, 20%, 50? Next, ask the students for a yes/no answer as to whether or not the following theories of motivation were discussed as part of these fields of study (from the minitheories listed on page 33): • Achievement motivation theory • Attributional theory of achievement motivation • Cognitive dissonance theory • Effectance motivation • Expectancy x Value theory • Flow theory • Intrinsic motivation • Goal-setting theory • Learned helplessness theory • Reactance theory • Self-efficacy theory • Self-schemas For instance, in clinical psychology a student might remember a discussion of attribution theory or learned helplessness. In an Industrial/Organizational course, the student might remember a discussion of goal setting theory.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Multiple-Choice Test Questions __ 1. Which of the following statements best reflects the study of motivation circa 1700? (a) Motivation is the approach of positive incentives and avoidance of negative incentives. (b) Motivation arises from the passions of the body and the reason of the mind. (c) Motivation is the sum of all bodily needs. (d) Motivation comes from discrepancies between what one wants to have and what one actually has. __ 2. Plato's portrayal of how the mind generated motivation was remarkably similar to whose later portrayal of how the mind generated motivation? (a) B. F. Skinner (b) Bernard Weiner (c) Charles Darwin (d) Clark Hull (e) Sigmund Freud __ 3. The first grand theory of motivation study was: (a) arousal. (b) discrepancy. (c) drive. (d) emotion. (e) the will. __ 4. Which of the following historical figures actively promoted the will as a grand theory to explain motivation? (a) Rene' Descartes (b) Clark Hull (c) Sigmund Freud (d) William James (e) William McDougall __ 5. Which of the following historical figures actively promoted instinct as a grand theory to explain motivation? (a) B. F. Skinner (b) Rene' Descartes (c) Clark Hull (d) William James

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__ 6. In the early philosophical study of human motivation, the tripartite mind was reduced to a dualism. Which of the following aspects of motivation was not included as part of that dualism? (a) mechanical nature of the body (b) reason of the mind (c) spiritual, thinking human mind (d) socially referenced standards (e) passions of the body __ 7. The primary reason why the will failed as a grand theory of motivation was because (a) it could explain only specific phenomenon such as effort, self-control, and self-regulation. (b) it proved to be as mysterious and difficult to explain as was the motivation it supposedly generated. (c) its underlying explanatory logic was exposed as circular. (d) it focused only on explaining the direction of behavior, not the energization of behavior. __ 8. The primary reason why the instinct failed as a grand theory of motivation was because (a) it could explain only specific phenomenon such as effort, self-control, and self-regulation. (b) it proved to be as mysterious and difficult to explain as was the motivation it supposedly generated. (c) its underlying explanatory logic was exposed as circular. (d) it focused only on explaining the direction of behavior, not the energization of behavior. __ 9. The motivational construct that arose to replace instinct as the grand explanatory construct was: (a) arousal. (b) discrepancy. (c) drive. (d) emotion. (e) willpower. __10. A grand theory of motivation is one that: (a) has the most empirical validation to support it. (b) is all-encompassing and seeks to explain the full range of all motivated action. (c) is recognized by leaders in the field for having been around longer that other theories. (d) all of the above

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__11. The advantage that instinct had over the will as a scientific motivational construct was that the instinct, unlike the will: (a) arose from the study of philosophy. (b) could be shown to be highly similar to other motivational constructs. (c) its origins could be identified and traced to a physical substance, one’s genetic endowment. (d) was very popular. __12. Which of the following historical figures actively promoted drive as a grand theory to explain motivation? (a) Aristotle (b) Charles Darwin (c) Knight Dunlap (d) Sigmund Freud __13. Which scientific event opened the intellectual door for psychologists to study the instinct as a potential grand theory of motivation? (a) Darwin’s biological determinism (b) Descartes’ distinction between the mind and the body (c) Einstein’s theory of relativity (d) Freud’s theory of unconscious motivation (e) Lewin’s theory of purpose __14. Which of the following proved to be an important criticism to refute instinct theory? (a) Instinct energize behavior but they do not direct it toward any particular goal. (b) Instincts exist on an enormous scale in the animal kingdom. (c) Instinct theory confuses naming with explaining. (d) Two animals with identical instincts will show very similar motivations when they are raised in two very different environments. __15. According to Clark Hull, _____ is a pooled energy source comprised of all current physiological (biological) disturbances. (a) arousal (b) drive (c) instinct (d) the will __16. The fundamental assumption(s) of drive theory was that: (a) drive emerged from the disturbance of bodily needs. (b) drive had a general energizing effect on behavior. (c) drive reduction was reinforcing and produced learning. (d) all of the above (e) none of the above

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__17. Whose theory of motivation is being summarized: The purpose of behavior is to serve the satisfaction of bodily needs. If need-based energy accumulates unchecked over time, motivation arises as a sort of emergency warning system in the form of psychological anxiety that signals action needs to be taken. Once action is initiated, both bodily need and psychological anxiety are quieted. (a) Descartes’ mind-body dualism (b) Freud’s drive theory (c) James’ instinct theory (d) Lorenz’ fixed action pattern (e) McDougall’s instinct theory __18. The outstanding feature of Hull's drive theory was that: (a) it focused on humans rather than animals. (b) it focused on psychological needs rather than on physiological needs. (c) motivation could be predicted from antecedent conditions before it occurred. (d) all of the above were outstanding features. __19. A rat deprived of food will learn a new response even if it is given only a nonnutritive, saccharine-sweetened substance after performing the new response. This finding is most problematic for which theory of motivation? (a) drive (b) extrinsic (c) instinct (d) intrinsic (e) will __20. A crucial concept in Hull’s theory of motivation that explained when learning occurred and when habit was reinforced was: (a) anxiety. (b) circle (or cycle) of motivation. (c) drive activation. (a) drive reduction. (b) the fixed action pattern. __21. Which of the following succinctly characterizes Hull’s drive theory? (a) Action, Environment, Person, Behavior (b) Drive, Cue, Response, Reward (c) Goal, Drive Reduction, Stimulus, Drive Induction (d) Source, Object, Action, Satisfaction __22. What important event in the history of motivation occurred in the 1960s? (a) motivation theorists first embraced drive theory. (b) motivation theorists first embraced instinct theory. (c) motivation researchers began to reject "grand" theories in favor of "minitheories." (d) motivation researchers began to reject "mini-theories" in favor of "grand" theories.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__23. A mini-theory of motivation seeks to understand and explain: (a) aspects of human motivation only. (b) a single motivational phenomenon. (c) only the antecedents to motivated action, not its outcomes or consequences. (d) only the outcomes or consequences of motivated action, not its antecedents. (e) the results, findings, or discoveries that emerged out of a single research study. __24. Three historical events explain why motivation study left behind its grand theories in favor of embracing mini-theories. Which of the following is not one of those events? (a) A growing interest in applied socially-relevant problems and applications. (b) The assumption that human beings are naturally active rather than naturally passive. (c) The cognitive revolution. (d) The fall in importance of the clinical approach to motivation study. __25. In terms of the historical study of motivation, what was so important about the fact that motivational thinkers began to emphasize the active nature of the person? (a) A focus on naturally-occurring instances of motivation outside the research laboratory. (b) An ideological shift away from studying animal, biological, and evolutionary motivational constructs. (c) The emergence of motivation study as the most important field in the study of psychology. (d) The first usage of sophisticated brain imaging equipment such as the MRI and PET scan. (e) The understanding that motivation is a constant, ever-present, never-ending, and universal aspect of every living person. __26. In terms of the historical study of motivation, what was so important about the fact that motivational thinkers began to embrace the cognitive revolution? (a) A focus on naturally-occurring instances of motivation outside the research laboratory. (b) An ideological shift away from studying animal, biological, and evolutionary motivational constructs. (c) The emergence of motivation study as the most important field in the study of psychology. (d) The first usage of sophisticated brain imaging equipment such as the MRI and PET scan. (e) The understanding that motivation is a constant, ever-present, never-ending, and universal aspect of every living person.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__27. In terms of the historical study of motivation, what was so important about the fact that motivational thinkers began to focus on applied, socially-relevant research? (a) A focus on naturally-occurring instances of motivation outside the research laboratory. (b) An ideological shift away from studying human motivational constructs. (c) The emergence of motivation study as the most important field in the study of psychology. (d) The first usage of sophisticated brain imaging equipment such as the MRI and PET scan. (e) The understanding that motivation is a constant, ever-present, never-ending, and universal aspect of every living person. __28. In which of the following developmental stages of a scientific discipline does the following occur: Participants use different methods, pursue different problems, and endorse different theories and solutions to explain the field’s subject matter. (a) crisis and revolution (b) new paradigm (c) paradigmatic (d) pre-paradigmatic __29. In which of the following developmental stages of a scientific discipline does the following occur: An unexplained anomaly that cannot be explain emerges. A new way of thinking begins to emerge. Some participants resist the new way of thinking, while other participants begin to embrace the new-and-improved way of thinking. (a) crisis and revolution (b) new paradigm (c) paradigmatic (d) pre-paradigmatic __30. In which of the following developmental stages of a scientific discipline does the following occur: Participants share a consensus about what constitutes the field’s methods, problems, and solutions. Participants accumulate knowledge and make incremental advances. (a) crisis and revolution (b) new paradigm (c) paradigmatic (d) pre-paradigmatic __31. Which statement best reflects the state of contemporary motivation study? (a) As a discipline within psychology, motivation is on the verge of extinction. (b) Motivation is the most important discipline in the field of psychology. (c) Motivation study is really just a subfield within the psychology of learning. (d) Motivation study possesses a critical mass of interested and prominent participants.

__32. Which of the following motivational constructs arose after the decline of drive

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

theory as a possible grand theory replacement? (a) habit (b) hedonism (c) incentive (d) instinct (e) will __33. The textbook concludes that contemporary motivation study is in a new paradigm. What is so new about the new paradigm? (a) A few critical motivation theories have emerged as most important to the field and worth most of the attention. (b) Motivational psychology no longer studies unconscious, psychological, biological, or evolutionary processes. (c) The contemporary landscape is more like an intellectual democracy of ideas than it is like the kingship of the grand theories era. __34. One crucial conclusion a historical study of motivation teaches us is that: (a) human motivation is too complex to understand. (b) motivation study is most successful when it focuses on building and validating grand theories of motivation. (c) The directors of behavior are every bit as important in a motivational analysis of behavior as are the instigators of behaviors. (d) We should limit our contemporary study to the instigators of behavior.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Answers to Multiple Choice Questions Chapter 2 Motivation in Historical and Contemporary Perspectives

Multiple-Choice Test Questions 1.

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Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Short-Essay Test Questions 1.

Explain why motivation study abandoned the will (to adopt the instinct) as its preferred way of explaining motivation.

Explain why motivation study abandoned the instinct (to adopt drive) as its preferred way of explaining motivation.

Explain why motivation study abandoned its tradition of grand theories and instead began to focus on a mini-theories approach.

According to Kuhn, a scientific disciple makes progress both continuously and discontinuously. Discuss what he means by continuous progress and by discontinuous progress in science.

Outline Hull's drive theory by explaining (a) how behavior becomes energized and (b) how behavior becomes directed to a particular end or purpose.

Define each of the following four terms in Hull's behavior theory: E = H x D x K. Also, identify which term or terms are motivational in nature.

Name, discuss, and provide a concrete example of one problem (criticism) associated with drive theory.

What is a mini-theory? Take any of motivation's mini-theories and explain why it constitutes a mini-theory (as opposed to a grand theory) of motivation.

Explain why adopting the assumption of the active organism was such an important change, or turning-point, in the historical thinking about motivation.

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Explain why the mini-theories of motivation replaced the grand theories?

11.

Briefly explain what happens during the development of any scientific discipline in each of the following four stages: pre-paradigmatic, paradigmatic, crisis and revolution, and new paradigm.

12.

The chapter concludes by arguing that a critical mass of motivation researchers in the 1970s realized that they were asking and pursuing the wrong question about the nature of motivation. What was that wrong question, and what is the better question about the nature of motivation that guides contemporary motivation research?

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Chapter 3

THE MOTIVATED AND EMOTIONAL BRAIN

Chapter Outline The Motivated and Emotional Brain Three Principles Looking Inside the Brain Brain-Generated Approach vs. Avoidance Hypothalamus Medial Forebrain Bundle Orbitofrontal Cortex Amygdala Septo-Hippocampal Circuit Anterior Cingulate Cortex Reticular Formation Prefrontal Cortex and Affect Neurotransmitters Dopamine Dopamine Release and Incentives Dopamine Release and Reward Dopamine and Motivated Action Addictions Liking and Wanting Hormones in the Body The World in Which the Brain Lives Motivation Cannot Be Separated from the Social Context in Which It Is Embedded We Are Not Always Consciously Aware of the Motivational Basis of Our Behavior Conclusion

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Problem of the Day Can the brain generate motivation of its own? (Or does it always just react to environmental events that stir up reactive motivational state?) Can drugs be used to regulate one’s motivational states?

Activities Look at a model (or diagram) of the brain and identify specific neural structures (e.g., prefrontal cortex) to explain the neural bases of as many motivational states as you can.

Discussion Questions Theory 1.

In understanding motivation, why is the brain important? Select any one motive (e.g., hunger, positive affect) and explain the role that the brain plays in the rise and fall of that motive. Be specific in drawing the links between changes in the brain and changes in motivation.

Provide an example for each of the following principles in brain functioning: a. Specific brain structures generate specific motivational states. b. Biochemical agents stimulate these brain structures. c. Day-to-day events stir biochemical agents into action.

Why is the amygdala so important to motivation?

Explain how antidepressant drugs alleviate depression.

Explain and provide a concrete example of the textbook’s principle: “We are not always consciously aware of the motivational basis of our behavior.”

Application 1.

Ask students which antidepressant drugs with which they are familiar (e.g., Prozac, Zoloft, Paxil). Some drugs are stress-relievers, others are positive-emotion stimulators. Ask students which drug mechanism works best to alleviate depression? Explain why.

Explain and provide a concrete example of the textbook’s principle: “Motivation cannot be separated from the social context in which it is embedded.”

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Multiple-Choice Test Questions __ 1. The more you diet, the hungrier you get. The hunger-stimulating hormone circulated in the blood and detected and monitored by the brain is: (a) dopamine (b) ghrelin (c) k-peptide (d) leptin (e) monoamine __ 2. The more you eat, the more sated you feel. The hunger-suppressing hormone circulated in the blood and detected and monitored by the brain is: (a) dopamine (b) ghrelin (c) k-peptide (d) leptin (e) monoamine __ 3. ___ are the biochemical agents in the body that work to stimulate the brain structures that give rise to experienced motivational states in everyday life. (a) Circuits and formations (b) Emotions and drives (c) Enzymes and monoamines (d) Glands and release-chemicals (e) Neurotransmitters and hormones __ 4. According to the textbook, the current gold-standard for looking deeply inside the brain to monitor its activity during a motivational or emotional state is the: (a) BRAIN, Balanced recording and imagining network (b) BOSS, Blood oxygenation sampling station (c) EEIT, Electroencephalogram imaging technique (d) fMRI, functional Magnetic resonance imaging __ 5. The brain’s limbic system includes all of the following brain structures, except: (a) amygdala (b) hypothalamus (c) reticular formation (d) septal area (e) ventral tegmental area

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__ 6. For hunger, which of the following best illustrates the brain principle of, “Specific brain structures generate specific motivational states.” (a) Addiction (e.g., to cigarettes) leads to craving. (b) Food deprivation (dieting) increases ghrelin. (c) Increased ghrelin stimulates the hypothalamus. (d) Social pressures lead people to want to diet. (e) The hypothalamus generates felt hunger. __ 7. For hunger, which of the following best illustrates the brain principle of “Biochemical agents stimulate specific brain structures.” (a) Addiction (e.g., to cigarettes) leads to craving. (b) Food deprivation (dieting) increases ghrelin. (c) Increased ghrelin stimulates the hypothalamus. (d) Social pressures lead people to want to diet. (e) The hypothalamus generates felt hunger. __ 8. For hunger, which of the following best illustrates the brain principle of, “Day-to-day events stir biochemical agents into action.” (a) Addiction (e.g., to cigarettes) leads to craving. (b) Food deprivation (dieting) increases ghrelin. (c) Increased ghrelin stimulates the hypothalamus. (d) Social pressures lead people to want to diet. (e) The hypothalamus generates felt hunger. __ 9. Which of the following brain structures is involved in generating pleasure or the subjective experience of reinforcement? (a) amygdala (b) hippocampus (c) medial forebrain bundle (d) reticular formation (e) right prefrontal cerebral cortex __10. Which of the following brain structures is involved in generating and monitoring arousal? (a) amygdala (b) hippocampus (c) medial forebrain bundle (d) reticular formation (e) right prefrontal cerebral cortex

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__11. Which of the following brain structures is involved in generating withdrawal motivational and emotional states? (a) hypothalamus (b) medial forebrain bundle (c) reticular formation (d) right prefrontal cerebral cortex (e) septal area __12. The brain structure responsible for detecting and generating motivational states to respond to environmental threats and dangers is the: (a) amygdala (b) anterior cingulate (c) nucleus accumbens (d) reticular formation (e) septal area __13. The function of the right prefrontal cerebral cortex is to generate: (a) approach motivational and emotional tendencies (b) arousal (c ) behavioral inhibition during unexpected, surprising, or novel events (d) mood, volition, and decision-making (e) withdraw motivational and emotional tendencies __14. Which of the following brain structures is most closely associated with the subjective experience of “Yes, I want to do this.”? (a) amygdala (b) hippocampus (c) medial forebrain bundle (d) reticular formation (e) right prefrontal cerebral cortex __15. Which of the following brain structure is most closely associated with the subjective experience of “No, I don’t want to do this.”? (a) amygdala (b) left prefrontal cerebral cortex (c) medial forebrain bundle (d) reticular formation (e) septal area

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__16. The ____ is a small brain structure that comprises less than 1% of the total volume of the brain. Despite its small size, it is a motivational giant associated with motivations such as hunger and thirst. (a) cerebellum (b) hippocampus (c) hypothalamus (d) reticular formation (e) thalamus __17. The ____ controls the pituitary gland, hence the body’s endocrine system. (a) amygdala (b) hippocampus (c) hypothalamus (d) reticular formation (e) septal area __18. The ____ controls the autonomic nervous system, hence the body’s fight-or-flight system (from sympathetic and parasympathetic activation). (a) amygdala (b) hippocampus (c) hypothalamus (d) reticular formation (e) septal area __19. The ____ regulates the emotions involved in self-preservation, such as anger, anxiety, and fear. (a) amygdala (b) hippocampus (c) hypothalamus (d) reticular formation (e) septal area __20. If a rat had a lesioned (surgically removed) amygdala and was then placed in the same room with a cat, what would the rat’s behavior likely look like? The rat would likely: (a) appear tame, neutral, perhaps even playful. (b) become hyper-aggressive, perhaps even attacking the cat. (c) freeze with fear. (d) show intense avoidance, probably trying to find a place to hide. (e) all of the above

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__21. Given the following scenario, what brain structure would be expected to be highly active? The person looks at a menu, trying to decide which item to order. As she considers the options listed in front of her, she feels aware of her past experiences with the various items to inform her decision of option A over option B. (a) anterior cingulate cortex (b) reticular formation (c) right prefrontal cortex (d) septal area (e) trigeminal cortex __22. Electrical stimulation of a human’s medial forebrain bundle typically can be expected to produce a subsequence experience of: (a) avoidance emotion (fear) and avoidance behavior (withdrawal) (b) avoidance emotion (fear) but not avoidance behavior (withdrawal) (c) avoidance behavior (withdrawal) but not avoidance emotion (fear) (d) generally positive feelings (e) intense pleasure __23. Which of the following statements about the neural interventions between the frontal cortex and the amygdala is most true? (a) The amygdala projects relatively many fibers upwards to the frontal cortex while the frontal cortex projects relatively few fibers down to the amygdala. (b) The amygdala projects relatively few fibers upwards to the frontal cortex while the frontal cortex projects relatively many fibers down to the amygdala. (c) The number of nerve fibers projected upward to the frontal cortex from the amygdala is about the same as the number of fibers projected downward to the amygdala from the frontal cortex. (d) Dense fibers flow both ways—many fibers project upward to the frontal cortex from the amygdala and many fibers project downward to the amygdala from the frontal cortex. __24. Active coping attempts with environmental stressors, when successful, generate the release of ____, which shuts down or quietens the brain’s septo-hippocampal circuit. (a) acetylcholine (b) dopamine (c) endorphins (d) norepinephrine (e) serotonin

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__25. Active coping attempts with environmental stressors, when successful, generate the release of endorphins, which shuts down or quietens the brain’s: (a) epinephrine-norepinephrine balance. (b) hypothalamus. (c) reticular formation. (d) septo-hippocampal circuit. (e) trigeminal nerve. __26. People with relatively high activity in their right prefrontal lobes (“right-side asymmetry”) show a relatively strong sensitivity to: (a) how stimulating or how potentially arousing the environment is. (b) potential fight-or-flight responses, especially emotions like anger and fear. (c) potential signals of punishment and negative emotionality. (d) potential signals of reward and positive emotionality. __27. People with relatively high activity in their left prefrontal lobes (“left-side asymmetry”) show a relatively strong sensitivity to: (a) how stimulating or how potentially arousing the environment is. (b) potential fight-or-flight responses, especially emotions like anger and fear. (c) potential signals of punishment and negative emotionality. (d) potential signals of reward and positive emotionality. __28. If a person took a personality inventory and scored high on the BAS and low on the BIS scales, what sort of personality would you expect from this person (BAS = Behavioral activating system; BIS = Behavioral inhibition system)? (a) happy, but not neurotic (b) neurotic, but not happy (c) happy and neurotic (d) neither happy nor neurotic __29. If you scanned a person’s brain activity to find how much more chronic right-side asymmetry in the activity of their right prefrontal cortex over their left prefrontal cortex, you could expect the person’s personality to be characterized as a: (a) extravert (b) external locus of control (c) internal locus of control (d) neurotic (e) sensation seeker

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__30. ___ act as chemical messengers within the brain’s central nervous system; ___ act as chemical messengers within the body’s endocrine system. (a) Feeders; receivers (b) Receivers; feeders (c) Glials; release-chemicals (d) Release-chemicals; glials (e) Hormones; neurotransmitters (f) Neurotransmitters; hormones __31. ____ generates good feelings. (a) Acetylcholine release (b) Amygdala stimulation (c) Dopamine release (d) Norepinephrine activation (e) all of the above __32. If researchers were to implant a small electrode in the brain, send a mild electric current though that electrode, see the animal show behaviors associated with reward and approach, then the electrode likely stimulated which neural pathway? (a) acetylcholine (b) amygdaloidal (c) dopamine (d) norepinephrine (e) serotonin __33. ____ trigger(s) dopamine release and the generation of positive feelings. (a) Sympathetic nervous system activation (b) Stimuli that foreshadow the imminent delivery of reward (c) Time of day and eating schedules (breakfast, lunch, dinner) (d) Stress hormone release __34. Which of the following research findings does not illustrate how the motives, cravings, appetites, desires, and moods that regulate our behavior are not always obvious and accessible to conscious awareness? (a) Baseball pitchers are more likely to hit batters on hot days than on warm days. (b) People who receive an unexpected gift are more likely to help a stranger in distress than are people who do not receive such a gift. (c) People are more sociable on sunny days than on cloudy days. (d) People act more violently after being insulted than after being praised.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__35. ___ is the so-called stress hormone that is typically released from the adrenal gland to prepare the body for a social-evaluative threat, such as public speaking. (a) A-peptide (b) Cortisol (c) K-peptide (d) Testosterone (e) T-factor __36. Dopamine release is associated with each of the following, except: (a) activation of voluntary goal-directed approach responses (b) the biology of reward (c) the subjective experience of pleasure (d) the presentation of environmental incentives that signal potential gain (e) the “tend and befriend” stress response

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Answers to Multiple Choice Questions Chapter 3 The Motivated and Emotional Brain

Multiple-Choice Test Questions 1.

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Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Short-Essay Test Questions 1.

Explain the role that the brain plays in hunger. Be specific in drawing the links between changes in the brain and corresponding changes in motivation.

Explain the role that the brain plays in fear. Be specific in drawing the links between changes in the brain and corresponding changes in motivation and emotion.

Provide one concrete example for each of the following principles in brain functioning: a. Specific brain structures generate specific motivational states. b. Biochemical agents stimulate these brain structures. c. Day-to-day events stir biochemical agents into action.

Explain how brain researchers use the fMRI (functional magnetic resonance imaging) to look deep inside the human brain to observe brain-related changes in motivational states.

Identify one of the ways the hypothalamus triggers the body’s fight or flight response.

Explain the role of the amygdala in the generation and regulation of motivational and emotional states.

Explain the role of the hypothalamus in the generation and regulation of motivational and emotional states.

Explain the role of the reticular formation in the generation and regulation of arousal level and in the process of awakening the brain’s motivational and emotional concerns.

Explain the interrelationships between the right and left prefrontal cortex of the brain and the person’s subsequent experience of positive and negative emotionality.

10.

Imagine a person has a goal, such as going to a party to make a new friend. Discuss the role of the prefrontal cortex in providing an approach versus avoidance emotional context for this “make a new friend” goal.

11.

Outline the interrelationships among (a) how well or poorly the person expects an event to be, (b) dopamine, (c) feeling good.

12.

Explain the environmental conditions that lead to dopamine release in the brain.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

13.

The textbook concludes that brain-generated and brain-regulated motivation and emotional states cannot be separated from the social context in which they are embedded. Explain what this means.

14.

Explain the difference between wanting and liking. Use a concrete example such as nicotine addiction to illustrate the difference between wanting a reward and liking a reward. Is there any difference?

15.

Identify any one research finding that illustrates the textbook’s principle of, “We are not always consciously aware of the motivational basis of our behavior.”

16.

Explain the meaning of the following theme in motivation study: A person’s motivation cannot be separated from the social context in which it is embedded.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Chapter 4

PHYSIOLOGICAL NEEDS

Chapter Outline Need Need Structure Fundamentals of Regulation Physiological Need Psychological Drive Homeostasis Negative Feedback Multiple Inputs/Multiple Outputs Intra-Organismic Mechanisms Extra-Organismic Mechanisms The Homeostatic Mechanism: The Wisdom of the Body Thirst Physiological Regulation Environmental Influences Hunger Short-Term Appetite Long-Term Energy Balance Comprehensive Model of Hunger Regulation Environmental Influences Set Point or Settling Points? Sex Physiological Regulation Facial Metrics Sexual Scripts Sexual Orientation Evolutionary Basis of Sexual Motivation Failures to Self-Regulate Physiological Needs

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Problem of the Day Why so many people are obese (from a motivational point of view)? Why is dieting detrimental to the long-term regulation of eating and weight?

Activity Prepare a brief PowerPoint presentation (or a small stack of overheads) with about 8 separate photographs of strangers (4 photographs of women; 4 photographs of men)—photographs showing the person’s face and facial characteristics but not showing the person’s body or other appearance-related cues. Ask each student to make a 1—7 rating for each face (1 = not at all attractive; 7 = very much attractive). Determine from students’ ratings which faces are deemed most and least attractive (rank order the faces). Examine if the class rakings of faces corresponds to the facialmetric ratings discussed in the textbook. Prepare the nutritional information for a potential meal (e.g., calories, grams of fat, grams of fiber). Ask if the awareness of this information affects the motivational sense of wanting the meal or not? What does it, or why does it not?

Discussion Questions Theory 1.

Take one physiological need (e.g., hunger, thirst, sex). Explain how this need’s biological beginnings eventually manifest themselves in the person’s subjective awareness as psychological drive. In other words, explain how a biological event become a psychological motive.

Explain the physiological processes involved when people forego a natural physiological regulation of hunger to pursue a cognitive-regulation of eating? Explain what happens motivationally as people listen less and less to their physiological cues but listen more and more to cognitive or social cues.

Do you agree or disagree with the following statement, “Trying to exert conscious mental control over our physiological needs often does more harm than good to our well-being.”? Does your agreement or disagreement apply equally or differently to the following appetites and aversions: hunger, taste for chocolate, drinking alcohol, sexual

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

impulses, back pain, migraine headaches? Application 1.

From the hour the class begins until it ends, list all the ways your homeostasis will be upset (i.e., will be disrupted from equilibrium)?

Identify the physiological forces that work against a person’s diet. That is, if a person goes on a diet and tries to eat less, in what ways will the body generate motivational resistance to the diet?

How much (or how little) of our sexual scripts do we acquire from the media?

Can physical beauty be quantified (stated in numbers)? Consider the answer to these three questions:

•

If the only thing you knew about a person was his or her waist-to-hip ratio (i.e., the narrowest circumference of the waist divided by the widest circumference of the hips/buttocks), then could you predict with confidence how beautiful that person would be?

•

If the only thing you knew about a woman was that she had large eyes, small nose, small chin, and prominent cheekbones, then could you predict with confidence how beautiful she would be?

•

If the only thing you knew about a man was that he had a wide smile, square jaw, and healthy-looking facial hair, then could you predict with confidence how beautiful he would be?

Does the knowledge you gained in this chapter about the biological, cognitive, and social/cultural underpinnings of physiological needs help you promote a more effective self-regulation of bodily appetites?

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Multiple-Choice Test Questions __ 1. _____ is the theoretical term used to depict the psychological discomfort stemming from a persistent biological deficit. (a) Drive (b) Homeostasis (c) Need (d) Pain (e) Regulation __ 2. A _____ is any condition within the person that is essential and necessary for life, growth, and well-being. (a) drive (b) homeostasis (c) need (d) pain (e) regulation __ 3. What is the primary distinction between psychological needs like autonomy and social needs like achievement? (a) Psychological needs are felt more intensely than are social needs. (b) Social needs predict important outcomes in a more reliable way than to psychological needs. (c) Social needs are acquired through experience and socialization. (d) Social needs are more proactive in nature in that they motivate people’s initiative more than do psychological needs. __ 4. Which of the following statements is true? (a) All needs direct behavior, but only some needs energize behavior. (b) All needs energize behavior; but needs differ from one another in how they direct behavior toward different goals. (c) People experience social needs more intensely than they experience psychological needs. (d) People experience psychological needs more intensely than they experience social needs. __ 5. In what ways do needs differ from one another? (a) How future-oriented the satisfaction of each need tends to be. (b) How long in takes (in hours) to satisfy each different need. (c) The amount of energy each separate need generates. (d) The goal object the person pursues to satisfy each different need.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__ 6. Which of the following is the closest synonym to appetite? (a) Homeostasis (b) Negative feedback signal (c) Psychological drive (d) Reactance (e) Restraint-release __ 7. Bodily systems show a remarkable capacity for maintaining a steady state of equilibrium, even as these systems perform their functions and are exposed to widely differing and stressful environmental conditions. The term that describes the body’s tendency to maintain a stead state is: (a) disruption tolerance. (b) drive. (c) fluctuation tolerance. (d) homeostasis. (e) t-monitoring. __ 8. Cannon's conceptualization of _____ arose from this observations of the blood stream's inherent tendency to maintain a constant water content, constant salt level, constant temperature, constant oxygen level, and so on. (a) drive (b) homeostasis (c) need (d) osmosis (e) regulation __ 9. _____ refers to a physiological stop system that terminates drive. (a) Emotion (b) Homeostasis (c) Negative feedback (d) Regulation (e) none of the above __10. The smell of food, the appearance of food, the time of day, and the presence of other people who are eating all represent ___ that contribute to and regulate the rise and fall of hunger and eating. (a) extra-organismic mechanisms. (b) homeostatic influences. (c) multiple inputs. (d) psychological drive. (e) satiety influences.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__11. Of the following physiological needs, which one is relatively little regulated by intraorganismic mechanisms and relatively much regulated by extra-organismic ones? (a) hunger (b) pain (c) sex (d) thirst __12. The human body is mostly water—about ___ %. (a) 50 (b) 67 (c) 84 (d) 95 (e) 99 __13. Cellular dehydration causes _____ thirst, whereas dehydration of the blood stream leads to _____ thirst. (a) long-term, short-term (b) short-term, long-term (c) osmometric, volumetric (d) volumetric, osmometric __14. ___ thirst arises when the intracellular fluid/water falls below a homeostatic level of needs replenishment. (a) long-term (b) short-term (c) osmometric (d) volumetric __15. The major negative feedback system that regulates and lessens the experience of thirst and inhibits drinking is found in the body’s: (a) cells. (b) mouth. (c) stomach. (d) all of the above (e) none of the above __16. According to the textbook, the most important environmental influence that determines drinking behavior is: (a) body temperature (b) room temperature (c) taste (d) time of day (e) water availability

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__17. Among the following, which is the most likely event to increase or intensify hunger? (a) decreased glucose (b) decreased sensitivity of one’s liver (c) increased glucose (d) increased testosterone (e) osmometric activation __18. Without any water replenishment, the typical human being will die in about: (a) 1 day (b) 2 days (c) 5 days (d) 10 days (e) 22 days (f) one month __19. According to the _____ hypothesis, when body weight (or proportion of body fat) drops below its in-born homeostatic balance, then increased hunger and increased eating behavior become more probable. (a) glucostatic (b) lipostatic (c) osmometric (d) volumetric __20. What does research say about the cultural prescription to drink 8 glasses of water each day? (a) Adults should drink 8 glasses, while children should drink 6 glasses per day. (b) No evidence exists to support this advice. (c) People who drink 8 glasses per day will become more healthy than will people who do not drink 8 glasses per day. __21. Which of the following statements is not true about hunger and feeding behavior? (a) Electrical stimulation of the lateral hypothalamus increases feeding behavior. (b) Intravenous injection of glucose decreases activity in the lateral hypothalamus. (c) Hunger is the body’s means of defending its genetic set point of how much it should weigh. (d) The body monitors its fat cells rather precisely. (e) The glucostatic hypothesis explains the set-point theory of hunger and eating.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__22. When a person's stomach is full and distended, people experience little to no hunger. By the time the stomach empties _____ of its contents, however, people begin to report the first signs of hunger. (a) 10% (b) 25% (c) 40% (d) 60% (e) 100% __23. According to the _____ hypothesis of hunger, appetite rises and falls in response to changes in plasma glucose. (a) corrective regulation (b) lipogenesis (c) lipostatic (d) glucostatic __24. At what point will a person begin to feel hungry after eating an average sized meal? (a) As soon as the stomach starts to digest that food. (b) By the time the stomach has emptied about 10% of its food. (c) By the time the stomach has emptied about two-thirds of its food. (d) Only after the stomach has emptied all of its food. __25. According to the ice cream eating study, which of the following is true? Compared to how much they eat when alone: (a) People eat about the same in the presence of other people who are also eating. (b) People eat less in the presence of other people who are also eating. (c) People eat more in the presence of other people who are also eating. __26. In the United States, about what percentage of adults are obese? (a) 1% (b) 5% (c) 10% (d) 20% (e) 35% (f) 60% __27. Which of the following is true about hunger and eating? (a) People who are very thirsty feel more hunger than people who are not thirsty. (b) Large portion sizes lead people to eat more than do small portion sizes. (c) People eat more when alone than when with others who are also eating. (d) People eat more when they have a monotonous diet rather than a high-variety diet.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__28. Which of the following influences has not been found to produce restraint release (binge eating) in dieters? (a) alcohol (b) anxiety (c) being alone (d) depression (e) exposure to high-caloric foods __29. In the debate over set point vs. settling points, the best conclusion is that: (a) The evidence favors set-point theory over the settling points idea. (b) The evidence favors the settling points idea over set-point theory. (c) Set point theory explains psychological states better, while the settling points idea explains consumatory behavior better. (d) The settling points idea explains psychological states better, while set-point theory explains consumatory behavior better. (e) Consumatory behavior is best understood by using both set-point theory and the settling points idea. __30. Which of the following statements is true about sexual motivation? (a) Human sexual motivation is determined mostly by the rise and fall of hormones. (b) In women, the correlation between physiological arousal and psychological desire is high. (c) Men and women experience and react to sexual desire very differently. (d) Women with small or petite eyes are rated as more physically attractive than are women with large eyes. __31. Which of the following statements in not true? (a) Androgens and estrogens are strong, potent sexual stimuli in human beings. (b) Images and fantasies are stronger sexual cues than are levels of the sex hormones. (c) Sexual motives are mostly environmentally-regulated. (d) The sight, smell, touch, and emotional intimacy of sexual partner are the strongest cues to sexual motivation. __32. A person's mental representation of how sexual episodes are to be enacted constitutes a sexual: (a) hierarchy. (b) ritualization. (c) schema. (d) script. __33. For men's faces, the facialmetrics associated with physical attractiveness include: (a) expressive characteristics. (b) neonatal features.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

sexual orientation features. all of the above

__34. For women's faces, the facialmetrics associated with physical attractiveness include: (a) expressive characteristics. (b) neonatal features. (c) sexual maturity features. (d) all of the above __35. Consider mating strategies. Which of the following represents must-have “necessities” in determining one’s preference to select a mate? (a) For both men and women, kindness is a necessity. (b) For both men and women, being the same age is a necessity. (c) For men, physical attractiveness is a necessity in women; for women, social status is a necessity in men. (d) For men, social status is a necessity in women; for women, physical attractiveness is a necessity in men. __36. Research on sexual orientation—one's preference for sexual partners of the same or opposite sex—suggests that sexual orientation is: (a) a choice, one best explained as a choice about identity and relationships. (b) a choice, one best explained by exposure to admired role models. (c) not a choice, as best explained by a dominant mother and a weak father. (d) not a choice, as best explained by genetics and prenatal hormonal influences. __37. People often try to self-regulate their bodily appetites. When mental states regulate physiological needs, ___ occurs; when physiological needs overwhelm mental control, ___ occurs. (a) appetite; aversion (b) aversion; appetite (c) self-regulation; self-regulation failure (d) self-regulation failure; self-regulation __38. People fail to self-regulate their bodily appetites for three primary reasons. Which one of the following is not one of those reasons? (a) People fail to monitor what they are doing, as they become distracted or overwhelmed. (b) People can lack standards of how to behave (how much to eat, drink). (c) People pay relatively too much attention to their long-term goals and relatively too little attention to their short-term goals. (d) When not currently experiencing them, people underestimate how powerful biological urges can be. (e) People pursue unrealistic standards, such as seeking a body type other than the one they are genetically disposed toward.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Answers to Multiple Choice Questions Chapter 4 Physiological Needs

Multiple-Choice Test Questions 1.

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Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Short-Essay Test Questions 1.

What is the difference between a drive and a need? Define both terms and differentiate between the two.

Define the term negative feedback. Use the analogy of a house furnace to illustrate how negative feedback acts in concert with homeostasis.

Define homeostasis. Provide an example of how homeostasis produces motivation.

Summarize the cyclical pattern of physiological need, psychological drive, and motivated action.

Explain what is meant by the phrase double depletion model of thirst activation.

After a person drinks a glass of water, explain the physiological events that occur to decrease thirst.

Describe the glucostatic hypothesis of the rise and fall of hunger.

Describe the lipostatic hypothesis of the rise and fall of hunger.

Use the following 6 terms to discuss short-term hunger regulation: glucose, insulin, liver, glucostatic hypothesis, lateral hypothalamus, and ventromedial hypothalamus.

10.

Explain the set-point theory of hunger and eating behavior.

11.

Explain the settling points idea for hunger and eating behavior.

12.

Name and discuss the importance of any two extraorganismic processes that regulate eating behavior.

13.

Explain how and why dieting can be detrimental to the long-term regulation of eating behavior.

14.

From a motivational point of view, explain why so many people are obese.

15.

Research shows that dieting can lead to restraint release and binge eating. Explain why dieters are more susceptible to restraint release than are nondieters.

16.

What is a sexual script? From where does a sexual script come?

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

17.

Outline the experimental procedure used in a typical study of facialmetrics.

18.

Provide one example of each of the following three categories of facialmetrics—neonatal features, sexual maturity features, and expressive features.

19.

Discuss the evolutionary basis of human sexual motivation and mating strategies.

20.

Discuss the scientific validity of the cultural prescription to “drink 8 glasses of water a day.”

21.

People often fail in the attempt to self-regulate their physiological needs. Explain why this is so often true.

22.

Explain the key difference between men’s and women’s sexual-response cycle. What causes men and women to experience high sexual motivation?

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Chapter 5

Intrinsic and Extrinsic Motivations

Chapter Outline Intrinsic and Extrinsic Motivations Intrinsic Motivation What Is So Great about Intrinsic Motivation? Extrinsic Motivation External Regulation of Motivation: Incentives, Consequences, and Rewards Incentives What Is a Reinforcer? Managing Behavior by Offering Reinforcers Consequences Rewards Do Rewards Work—Do They Facilitate Desirable Behavior? Do Punishers Work—Do They Suppress Undesirable Behavior? Hidden Costs of Reward Expected and Tangible Rewards Implications Benefits of Incentives, Consequences, and Rewards Cognitive Evaluation Theory Two Examples of Controlling and Informational Events Types of Extrinsic Motivation External Regulation Introjected Regulation Identified Regulation Integrated Regulation Motivating Others on Uninteresting Activities Building Interest

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Problem of the Day Is the popular Book It! Reading program an effective motivational program? [From a motivational point of view, what is constructive and what is destructive about the Book It! Program used in school in which students are paid $5 for every book they read during a semester.]

How can you motivate other people to engage themselves in inherently uninteresting activities (e.g., wash their hands, be polite to rude customers)? Today, I did X. The question is, why did you do X? Tomorrow, I will do X. The question is, why will you do X?

Activities The following activity is from Hom (1994): Ask your students if preschool children like to draw and receive recognition for doing so in the form of good player awards. Next, ask students to imagine they conducted the following experiment in a local preschool and make a prediction of what the results would look like (before learning the actual outcome of the experiment), based on the following synopsis (which you read aloud or provide on a handout): Only preschoolers showing high interest in drawing during free playtime were selected for the research. The children were tested individually and assigned randomly to one of three conditions. In the expected reward condition, children were shown a good player badge and told that if they did a good job of drawing, they could earn a good player badge and have their names put on the school honor roll board. All children in this condition got the expected rewards. In the unexpected reward condition, children were asked to draw without any mention of the rewards. Unexpectedly, at the end of the drawing, all of these children were given the awards. Finally, in the control condition, children were asked simply to draw without the promise or presentation of the awards. After this task, children were observed back in the classroom during free playtime, and the amount of time spent drawing was recorded (Hom, 1994, p. 36, italics added). After hearing this summary, ask each student to predict how much time children in each of the three conditions would spend drawing during their subsequent free playtime. Which group of children would play the most? Which group of children would play the least? Would all the children play about the same?

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

The Lepper, Greene, and Nisbett (1973) study found that children in the expected reward condition drew less than children from either the unexpected reward condition or the control condition. No significant difference emerged between the amount of drawing time for children in the unexpected reward condition and the no reward control condition. Hom (1994) reported that fewer than 1% of students accurately predicted these findings. Hom, Jr., H. L. (1994). Can you predict the overjustification effect? Teaching of Psychology, 21, 36-37. Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children’s intrinsic interest with extrinsic rewards: A test of the “overjustification” hypothesis. Journal of Personality and Social Psychology, 28, 129-137.

Discussion Questions Theory 1.

Is praise a universally effective positive reinforcer? Why or why not?

Is money a universally effective positive reinforcer? Why or why not?

Is punishment effective—does it work in decreasing/suppressing a person’s future behavior? Why, or why not?

Extrinsic rewards can have positive effects on motivation and behavior, and extrinsic rewards can have negative effects on motivation and behavior. Explain how both statements can be true.

How does self-determination theory explain how external events (e.g., rewards, praise) sometimes produce positive effects on motivation but other times produce negative effects?

Application 1.

List a behavior you performed today. Identify the role, if any, incentives and consequences played in motivating you to perform that behavior.

Imagine a person engaged in an activity, such as reading or working. If you were to ask that person why they are engaged in that task at the present time, what words would they say to express each of the following types of motivation? (a) externally regulated (b) introjected regulation (c) identified regulation (d) intrinsic motivation

Imagine that you are a teacher who is asking his or her students to engage in a learning activity they find relatively uninteresting, maybe even very uninteresting. Under these

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

conditions, how might you promote their autonomous or self-determined motivation? 4.

Imagine you have a teenager who likes to play the piano. Name and briefly illustrate one thing you could do to promote his or her intrinsic motivation toward piano playing.

Imagine you have a teenager who likes to play the piano. Name one thing you could do to promote his or her identified regulation toward piano playing.

Have you recently received any reward or punishment from another person? How did that reward or punishment influence your motivation (increase? decrease? no change)?

Describe and explain one of your own experiences in which your intrinsic motivation changed into extrinsic motivation, as through competition, rewards, or the like.

Have each student identify a reward he or she recently experienced. After identifying the reward, rate the reward in terms of whether it was: (a) expected or unexpected (b) tangible or verbal (c ) informational or controlling Could this same reward have been delivered in ways that are unexpected, verbal, and informational?

Have a group discussion to generate advice for a classroom teacher who is very controlling and routinely motivates students via external regulation. Your task is to advise the teacher as to how he or she might promote identified regulation (rather than external regulation) in students. What could the teacher do differently?

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Multiple-Choice Test Questions __ 1. When a drill instructor uses orders, commands, directives, and in-your-face shouts to increase recruits’ compliance, his approach to motivation relies heavily on: (a) offering extrinsic incentives (b) promoting self-regulation (c) providing explanatory rationales (d) satisfying psychological needs (e) all of the above __ 2. From where does a person’s high level of intrinsic motivation come? (a) It emerges spontaneously from psychological needs (b) It is learned over time from experiences of praise and positive feedback. (c) Positive incentives and positive reinforcers (d) Social models who show high intrinsic motivation in their own lives. (e) all of the above __ 3. From where does a person’s high level of extrinsic motivation come? (a) Environmental incentives, consequences, and rewards (b) Growth motivation (c) Internalized sources of motivation (d) Psychological need satisfaction (e) all of the above __ 4. Which of the following phrases best captures the spirit of extrinsic motivation? (a) Building high confidence is the antidote to anxiety and avoidance. (b) Do this in order to get that. (c) Doing, or saying, is believing. (d) Motivation is the joint product of expectancy times value. (e) People do their best when motivated by the enjoyment of the task at hand. __ 5. The study of extrinsic motivation revolves around three central concepts. Which of the following is not one of those concepts? (a) incentive (b) need (c) punishment (d) reward __ 6. A(n) _____ is an environmental object that occurs before the start of a sequence of behavior and attracts or repels the individual to engage or not in the behavior. (a) consequence (b) incentive (c) need (d) punisher

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__ 7. A(n) _____ is an attractive environmental object that occurs at the end of a sequence of behavior and acts to increase the probability that the behavior will recur. (a) consequence (b) incentive (c) need (d) punisher (e) reward __ 8. A(n) ___ is any offering from one person given to another person in exchange for his or her service or achievement. (a) consequence (b) incentive (c) need (d) punisher (e) reward __ 9. Proponents of operant conditioning endorse the following conceptualization of behavior: S:R → C. What does the "C" stand for? (a) commitment (b) compassionate care (c) consequence (d) control (e) coping __10. The behavioral view of learning assumes that learning is essentially a change in behavior, and this view emphasizes the effects of_____ as the cause of that learning? (a) behavioral anchors (b) environmental stimuli (c) knowledge, schemas, and scripts (d) psychological needs __11. Which is the best characterization (description) of operant conditioning? (a) A person performs some action, and depending on what happens as a consequence of that action, the likelihood of that same behavior occurring again will either increase or decrease. (b) Automatic responses become associated with new stimuli when they occur at the same time. (c) Over time and with repeated experience, the person changes how to best understand a concept or problem. (d) The person is exposed to a great deal of information, the person relates the new information to pre-existing knowledge, and then organizes all the new information in a coherent way.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__12. Why is the first way of offering students a reward more effective and less harmful (in terms of side effects) than is the second way of offering a reward? First way: “Good job, you improved your penmanship nicely.” Second way: “If you improve your penmanship today, then I’ll give you a reward.” (a) The first way offers people a clear, easy-to-following structure in which to behave. (b) The first way is highly informational; it informs the person’s sense of competence of a job well done. (c) The first way make assessment of the penmanship easier and more objective, and this is true for both the student and the teacher. (d) The first way is not more effective, because people do not respond well to verbal reinforcers. __13. Reinforcement is to _____, as punishment is to _____. (a) extinction, satiation (b) promoting behavior, suppressing behavior (c) satiation, extinction (d) suppressing behavior, promoting behavior __14. The behavioral act of taking out the garbage in order to stop your roommate's persistent nagging to do so results in _____ for the act of taking out the garbage. (a) extinction (b) negative reinforcement (c) positive reinforcement (d) punishment __15. Which of the following events increases the future probability of a behavior? (a) extinction (b) negative reinforcement (c) non-reinforcement (d) punishment (e) none of the above __16. Which of the following events leads to the learning of escape and avoidance behaviors? (a) extinction (b) negative reinforcement (c) positive reinforcement (d) rewards (e) none of the above __17. If a person takes an aspirin and the aspirin make a headache go away, then the person becomes more likely to take an aspirin in the future. This example illustrates that the aspirin acts as a(n): (a) incentive. (b) negative reinforcer. (c) positive reinforcer. (d) punisher.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__18. If a teacher gives a child a time-out for teasing a classmate, and then the time-out succeeds in making the child’s future teasing behavior less likely in the future. This is example illustrates that the time out acts as a(n): (a) incentive. (b) negative reinforcer. (c) positive reinforcer. (d) punisher. __19. If a person receives a paycheck for coming to work on time, then the worker becomes more likely to come to work on time in the future. This example illustrates that the paycheck acts as a(n): (a) incentive. (b) negative reinforcer. (c) positive reinforcer. (d) punisher. __20. People experience intrinsic motivation because: (a) forethought and self-reflection. (b) inter-relationships among contingency, cognition, and activity. (c) people are sensitive to extrinsic rewards. (d) people have innate psychological needs. __21. Which of the following statements is true? Extrinsic rewards: (a) enhance creativity, or cognitive flexibility in general. (b) successfully help promote autonomous self-regulation. (c) lead learners to seek out and approach optimally challenging versions of the task. (d) shift a learner's attention away from task mastery and toward potential extrinsic gains. __22. If a person engages in an intrinsically motivating activity and begins to receive extrinsic rewards for doing so, what happens to his or her intrinsic and extrinsic motivations? (a) intrinsic decreases, while extrinsic increases (b) intrinsic increases, while extrinsic decreases (c) both decrease (d) both increase __23. If a musician who enjoys playing music “for fun” begins to receive money for playing music at weddings week-after-week, what is most likely to happen to his or her intrinsic and extrinsic motivations to play music in the future? (a) intrinsic decreases, while extrinsic increases (b) intrinsic increases, while extrinsic decreases (c) both decrease (d) both increase

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__24. In the Lepper et al. study in which children received good player awards for a drawing activity, children in which experimental condition showed the largest decrease in their later intrinsic motivation to draw? (a) children in the no-reward condition (b) children in the expected reward condition (c) children in the unexpected reward condition (d) children who showed little or not intrinsic motivation at the start of the study. __25. Lepper et al.'s study with preschool children with the drawing activity and good player awards found that the extrinsic award decreased intrinsic interest only when: (a) children received an award for drawing better than the other children. (b) children received an expected award for drawing. (c) children received an unexpected award for drawing. (d) children received multiple rewards. __26. Which of the following is a benefit of extrinsic rewards? (a) Rewards can increase autonomous self-regulation. (b) Rewards can promote conceptual understanding of the information to be learned. (c) Rewards can promote creativity. (d) Rewards make an otherwise uninteresting task suddenly seem worth pursuing. (e) all of the above __27. Which statement concerning negative reinforcement and punishment is most true? (a) they have the same effect upon behavior (b) first refers to incentives, while the second refers to consequences (c) they have opposite effects on behavior (d) they are synonyms—different words for the same concept __28. _____ emerges spontaneously from psychological needs, personal curiosities, and innate strivings for growth. (a) Achievement motivation (b) Extrinsic motivation (c) Identified regulation (d) Intrinsic motivation (e) Introjected regulation __29. Which of the following statements is not supported by empirical research? (a) Rewards decrease a learner’s ability to learn factual information. (b) Rewards interfere with quality of learning by narrowing the learner’s attention. (c) Rewards lead learners to quit learning once they attain the extrinsic reward. (d) Rewards make a learner more susceptible to negative emotions like frustration.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__30. Extrinsic rewards do not always undermine intrinsic motivation, as some types of extrinsic rewards are more undermining than other types. All of the following are undermining characteristics of extrinsic rewards, except: (a) controlling. (b) expected. (c) novel. (d) tangible. __31. Which one of the following is not a “hidden cost of rewards?” (a) Rewards tend to undermine goal-directed effort. (b) Rewards tend to undermine intrinsic motivation. (c) Rewards tend to undermine the development of autonomous self-regulation (d) Rewards tend to undermine conceptual understanding and the quality of learning. __32. According to Deci and Ryan's cognitive evaluation theory, all extrinsic events have two functional aspects: a controlling aspect and an informational aspect. To say that an external event is controlling means that it: (a) acts more like a negative reinforcer than a positive reinforcer. (b) coerces a person into doing some particular act. (c) communicates a job well done. (d) provides an incentive to increase motivation. __33. Which type of motivation is most closely associated with the following orientation: “Do this in order to get that”, where the “this” is the requested behavior? (a) amotivation (b) intrinsic motivation (c) extrinsic motivation (d) all of the above __34. Which of the following is not an assumption of cognitive evaluation theory? (a) all external events have a controlling aspect. (b) all external events have an informational aspect. (c) all external events promote intrinsic motivation. (d) all people possess psychological needs for competence and autonomy. (e) highly controlling external events decrease intrinsic motivation. __35. According to Deci and Ryan's cognitive evaluation theory, all extrinsic events have two functional aspects: a controlling aspect and an informational aspect. To say that an external event is informational means that it: (a) communicates either a job done well or a job done poorly. (b) is more likely to act as a positive reinforcer than a negative reinforcer. (c) provides an incentive to increase motivation. (d) signals that extrinsic motivation exceeds intrinsic motivation.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__36. Which of the following ways of delivering praise best supports the intrinsic motivation of the other person? Saying: (a) Good job, you improved by 10%. (b) Good job, but you must try harder next time. (c) Good job, please keep it up because you make me so proud. (d) Good job, you did just what you were supposed to do. __37. In understanding how interpersonal competition affects people’s intrinsic motivation, each of the following statements are true, except: (a) competition undermines intrinsic motivation when the social context pressures people to win. (b) losing in competition undermines intrinsic motivation because of its effect on decreasing the person’s sense of competence. (c) people experience high intrinsic motivation in competition when competition allows them to feel both highly autonomous and highly competent. (d) people who win in a high-pressure competition show high intrinsic motivation. (e) winning in competition promotes intrinsic motivation because of its effect on increasing the person’s sense of competence. __38. According to self-determination theory, what type of motivation explains the student's effort in school when the student says, "I try so hard so the teacher won’t yell at me."? (a) external regulation (b) identified regulation (c) intrinsic motivation (d) introjected regulation __39. According to self-determination theory, what type of motivation explains the student's effort in school when the student says, "I try so hard so I won’t feel guilty or ashamed of myself."? (a) external regulation (b) identified regulation (c) intrinsic motivation (d) introjected regulation __40. According to self-determination theory, what type of motivation explains the student's effort in school when the student says, "I try so hard because my school work is an important and valuable thing to do."? (a) external regulation (b) identified regulation (c) intrinsic motivation (d) introjected regulation

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__41. According to self-determination theory, the motivation that needs to be most enhanced in asking another person to engage in an uninteresting but important activity (e.g., recycling, cleaning) is to promote: (a) amotivation. (b) external regulation. (c) introjected regulation. (d) identified regulation. __42. The reason an externally-provided rationale works as a motivational strategy during an uninteresting activity is because it can: (a) calm and settle down the person’s anxiety and arousal. (b) increase desired behavior and decreases undesired behavior. (c) increase internalization, valuing, and identified regulation. (a) provide the person with an opportunity to perform high frequency, not just low frequency, behaviors. __43. The most effective way to motivate others to put forth effort and high engagement on an inherently uninteresting activity is to offer them a(n): (a) attractive incentive (b) positive consequence (c) rationale (d) reward (e) threat of a punisher __44. A person with high interest in an activity will show greater ___ than will a person with lower interest in that same task. (a) extrinsic motivation (b) introjected regulation (c) on-task attention (d) preference for easy success over optimal challenge (e) task-specific anxiety __45. ___is triggered by appealing external events and exists as a short-term attraction to an activity; ___ is a more stable and content-specific attraction to that same activity. (a) Extrinsic motivation, intrinsic motivation (b) Intrinsic motivation, extrinsic motivation (c) Individual interest, situational interest (d) Situational interest, individual interest (e) An interest-enhancing strategy, an enjoyment-enhancing strategy

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Answers to Multiple Choice Questions Chapter 5 Intrinsic and Extrinsic Motivations

Multiple-Choice Test Questions 1.

11.

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41.

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Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Short-Essay Test Questions 1.

Explain the role that environmental incentives, consequences, and rewards play in the initiation and regulation of extrinsic motivation.

From the viewpoint of operant conditioning, explain the meaning of each of the following five terms: S : R → C. [S, colon, R, arrow, C]

Define and give one example of each of the following: positive reinforcer, negative reinforcer, punisher, reward.

Define punishment and negative reinforcement. Explain how to distinguished between the two.

The book asks the question, What is a reinforcer? Provide a practical answer in terms of its effect on behavior, and provide a theoretical answer in terms of why it has this effect on behavior.

State the argument for and the argument against the following statement: Extrinsic motivators are positive contributors to motivation.

Answer the following question and explain your answer: Do rewards work—do they facilitate desirable behavior?

Answer the following question and explain your answer: Do punishers work—do they suppress undesirable behavior?

Explain the following research conclusion: Extrinsic rewards interfere with the process and quality of learning.

10.

Outline the typical experimental procedure to test the effects of extrinsic rewards on intrinsic motivation.

11.

List any two hidden costs of rewards. Explain why extrinsic rewards produce these two hidden costs.

12.

According to cognitive evaluation theory, all extrinsic events have two functional aspects: a controlling aspect and an informational aspect. What does it mean to say that an external event is controlling, and what it means to say that an external event is informational?

13.

Apply cognitive evaluation theory to explain the motivational dynamics involved in either praise or interpersonal competition.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

14.

Use the concept of perceived locus of causality to outline the self-determination continuum of motivation.

15.

Outline the words a teacher might use to motivate a student to try hard on an uninteresting task via promoting that student’s identified regulation.

16.

Explain why motivation researchers argue that why a person receives a reward is at least as important in predicting its effects on motivation as is what reward is given.

17.

Explain how an externally-provided rationale can increase a person’s self-determined motivation to engage in an uninteresting but important task with high effort.

18.

Explain why motivation researchers recommend that practitioners who are trying to motivate others to engage in inherently uninteresting activities recommend the offering of explanatory rationales rather than incentives or rewards.

19.

Explain how situational interest and individual interest combine together to yield an actualized experience of high interest in a particular activity for a particular person.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Chapter 6

Psychological Needs

Chapter Outline Psychological Needs Organismic Approach to Motivation Person-Environment Dialectic Organismic Psychological Needs Autonomy The Conundrum of Choice Supporting Autonomy Benefits from Autonomy Support Two Illustrations Competence Involving Competence Supporting Competence Relatedness Involving Relatedness: Interaction with Others Satisfying Relatedness: Perception of a Social Bond Communal and Exchange Relationships Internalization Putting It All Together: Social Contexts that Support Psychological Needs Engagement What Makes for a Good Day? Vitality

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Problem of the Day What makes for a good (happy, satisfied) day? Understand the “the conundrum of choice.”

Activities Flow theory asserts that any activity can be made to be an enjoyable one. Identify a relatively common but largely boring activity and restructure how people spend time on that activity (using flow theory) so that it could become a significantly more interesting/enjoyable activity. Reflect on an important relationship in your life, and rate it using a 1-7 bipolar scale on each of the following four dimensions: 1. Relies on outer sources of motivation versus Nurtures inner motivational resources 1. Relies on pressuring language versus Relies on informational language. 2. Neglects explanatory rationales versus Provides explanatory rationales 3. Asserts power to silence negative affect versus Acknowledges and accepts expressions of negative affect How obvious vs. subtle are these characteristics? How engagement-fostering vs. engagement-depleting (in others) are these characteristics? How central are they to defining a healthy vs. unhealthy relationships? Continuing thinking about the quality of that relationship. Assuming it is not a perfect relationship, identify what is frustrating about the way the other person sometimes treats you. Does that sense of dissatisfaction, however mild, have its root in the neglect or frustration of the psychological need for autonomy (or competence or relatedness)?

Discussion Questions Theory 1.

During an interpersonal interaction, how do relatively controlling people behave? How do relatively autonomy-supportive people behave?

People who provide autonomy support to others facilitate positive outcomes in others, such as high creativity and engagement. Explain why this is so.

What specifically can one person (e.g., a teacher, parent, coach) do to help involve another person’s need for competence in an activity? What can he or she do to help satisfy another person’s need for competence?

What qualities of a relationship involve and satisfy the need for relatedness? What qualities of a relationship neglect and frustrate the need for relatedness?

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Application 1.

Ask each student to recall a recent experience in which some person in authority (e.g., parent, athletic coach, policeperson) requested the student to do something that was uninteresting but important (e.g., telephone home, practice skills, drive the speed limit) and then answer these three questions: a. Did that person provide a rationale to explain why the uninteresting task was actually a worthwhile thing to do? b. How much (or how little) did you want to voluntarily engage in the uninteresting behavior? c. What could that person have done differently to support your motivation?

Imagine being a high-school math or art teacher. Explain how you could use optimal challenges, information-rich feedback, and error/failure tolerance to structure a classroom that could maximize the possibility that your students would experience flow and competence need satisfaction.

Have you experienced the flow? What were you doing? What caused the flow experience?

Identify a person, coach, or teacher who everyone in the class knows rather well (perhaps a celebrity or a teacher shown in a videotape clip). Rate that person on the three dimensions of involvement, structure, and autonomy support. First, make your ratings independently and then have students compare notes. Did the ratings mostly agree or mostly disagree?

Identify a relationship everyone in the class will be familiar with, as might be the case with a relationship on a popular television show or movie. Focus on one of the people and say how much this person’s motivating style: • Nurtures inner motivational resources • Relies on informational language • Promotes valuing • Acknowledges and accepts negative affect as okay Continue thinking about this familiar relationship. Rate the relationship’s: • Emotional quality • Extent of that relationships supports the other person’s autonomy • Extent of that relationships supports the other person’s competence • Extent of that relationships supports the other person’s relatedness • Extent of that relationships supports the other person’s vitality and well-being

Multiple-Choice Test Questions __ 1. When an activity involves our psychological needs, we tend to feel high ___; when that same activity satisfies our psychological needs, we tend to feel high ___.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

(a) (b) (c) (d) (e) (f)

affect, emotion emotion, affect anxiety, satisfaction satisfaction, anxiety enjoyment, interest interest, enjoyment

__ 2. With which of the following statements would an intrinsic motivation theorist most readily agree? (a) People are inherently active. (b) People are inherently passive. (c) People pursue pleasure, mostly through sensory experience. (d) People seek rewards and avoid punishments. (e) Most human motivation arises from the motivating aspects of the environment. __ 3. Consider the motivation of an athelete. Which of the following relationships between a coach and an athlete reflects a person—environment dialectic? (a) The athlete practices her sport with energy and purpose. (b) The coach instructs the athlete and provides detailed and timely feedback. (c) The athlete shows interest, the coach recommends a game to play as practice, the athlete plays the game out of interest. (d) The coach tells the athlete what to do during practice, and the athlete practices that way with skill and expertise. __ 4. Which of the following assumptions is most endorsed by the organismic approach to motivation? (a) People are inherently active. (b) People are inherently passive. (c) People pursue pleasure, mostly through sensory experience. (d) People seek rewards and avoid punishments. (e) Most human motivation arises from the motivating aspects of the environment. __ 5. Organismic theories of motivation: (a) are based on the principles of instigation, inhibition, and consumption. (b) are based on the principles of pursuing pleasure and avoiding pain. (c) endorse a socialization model to understand motivation. (d) endorse a person-environmental dialectical framework to understand motivation.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__ 6. In a dialectical approach to motivation: (a) both the student’s motivation and the teacher’s motivating style constantly change. (b) student motivation is based in constructive ways of thinking (e.g, goals). (c) the teacher adheres to the following script: instruct, model, scaffolding, fade. (d) all of the above. __ 7. The origin-pawn metaphor applies best to the psychological need for: (a) autonomy. (b) belongingness. (c) competence. (d) power. (e) relatedness. __ 8. _____ is the need to experience self-direction and personal endorsement in the initiation and regulation of one’s behavior, and it reflects the desire to have one's choices and preferences rather than environmental events determine one's actions. (a) Autonomy (b) Competence (c) Relatedness (d) Self-actualization (e) none of the above __ 9. _____ refers to the individual's understanding of the causal origins of his or her motivated actions. (a) Achievement strivings (b) Attribution (c) Locus of control (d) Perceived locus of causality (e) Personal control beliefs __10. ___ is an upressured willingness to engage in an activity; ___ refers to an environment that offers decision-making flexibility in regulating one’s behavior; and ___ refers to the individual’s understanding of the causal source of his or her motivated actions. (a) Flow, perceived locus of causality, volition (b) Perceived choice, volition, perceived locus of causality (c) Perceived locus of causality, perceived choice, volition (d) Perceived locus of causality, flow, volition (e) Volition, perceived choice, perceived locus of causality

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__11. Would the following example of a teacher-provided choice be expected to increase the receiving student’s subsequent autonomy and intrinsic motivation: “Sam, for the next hour I want you to read a book, and I have three books here that you might like—A, B, and C. Which one of those three books would you like to read today?” (a) No, such a choice would create too much anxiety such that the obligation to choose would overwhelm and interfere with the student’s autonomy and intrinsic motivation. (b) No, some choices increase autonomy and intrinsic motivation while other choices decrease them; this particular choice is most likely not to increase autonomy and intrinsic motivation. (c) Yes, some choices increase autonomy and intrinsic motivation while other choices decrease them; this type of choice is particularly well-suited to increase autonomy and intrinsic motivation. (d) Yes, all choices increase autonomy and intrinsic motivation. __12. Which of the following four questions would most likely have a positive and facilitating effect on the person’s sense of autonomy and intrinsic motivation toward activity A? (a) Do you want to do A? (b) Do you want to do A or B? (c) Do you want to do A, B, C, D, E, F, G, H, I, or J? __13. Social contexts and environments that frustrate and thwart the person’s psychological needs are referred to as: (a) achievement-demanding (b) autonomy supportive (c) controlling (d) a-relational (e) no-nonsense enrichment zones __14. “Targets a prescribed outcome” and “applies pressures” are the two defining characteristics of what type of motivating style? (a) autonomy-supportive (b) controlling (c) mastery oriented (d) success oriented (e) tag-and-target __15. Motivating others by engaging their interests and preferences, rather than by using extrinsic incentives and rewards, represents which of the following autonomy-supportive strategies? (a) acknowledges and accepts expressions of negative affect (b) nurtures inner motivational resources (c) promotes reflection (d) provides explanatory rationales (e) relies on informational language __16. Communicating a psychologically-satisfying explanation as to why a task is

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

worth the other person’s attention and effort represents which of the following autonomy-supportive strategies? (a) acknowledges and accepts expressions of negative affect (b) nurtures inner motivational resources (c) promotes reflection (d) provides explanatory rationales (e) relies on flexible language __17. Autonomy supportive environments are _____ laissez-faire, hands-off relationships and social contexts. (a) first and foremost (b) partly (c) not __18. Which one of the following is an autonomy-supportive behavior? (a) asks controlling questions (b) communicates with should and have-to statements (c) listens carefully (d) tells students correct answers (e) shows students what they have to do. __19. The subjective experience of autonomy includes each of the following experiential qualities, except: (a) feeling emotionally connected to others (b) feeling free (c) internal locus of causality (d) perceived choice over one’s actions __20. When people are controlled by external pressures such as grades, scholarships, and money, they tend to prefer tasks that are: (a) easy. (b) difficult. (c) optimally challenging. __21. Which of the following statements about the benefits of an autonomy-supportive (vs. a controlling) motivating style is most true? (a) It enhances other people’s motivation. (b) It enhances not only other people’s motivation but their healthy development as well. (c) It enhances not only other people’s motivation and development but their psychological well-being as well. (d) It enhances not only other people’s motivation, development, and psychological well-being, but also their performance. __22. A prerequisite environmental condition that allows people to engage freely in optimal optimal challenges and to experience optimal motivation even in the face of failure is: (a) easy successes. (b) entity ways of thinking and planning. (c) failure tolerance.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

(d) (e)

provision of incentives and rewards. work orientation.

__23. _____ is the need to be effective in interactions with the environment, and it reflects the desire to exercise one's capacities and skills and, in doing so, seek out and master optimal challenges. (a) Competence (b) Relatedness (c) Self-actualization (d) Autonomy (e) none of the above __24. The greater one's effectance motivation, the greater one's desire to seek out and approach situations that: (a) allow the person to relate to others in a way that is warm and meaningful. (b) are ambiguous, or at least are creativity-enhancing. (c) challenge existing skills and competencies. (d) promise positive feedback. __25. When an individual possesses very high personal skills and competencies for a given activity and then engages in an activity with a very low opportunity for challenge, he or she will most likely experience: (a) boredom. (b) extrinsic motivation. (c) flow. (d) intrinsic motivation. (e) worry. __26. In his research with chess masters, rock climbers, dancers, and surgeons, Csikszentmihalyi found that the fundamental antecedent to "flow" is that the activity must provide its participants with: (a) an optimal challenge. (b) extrinsic rewards. (c) rich collative properties. (d) the presence and reassurance of friends or confidants. __27. Flow occurs when: (a) personal competence is equal to activity challenge. (b) personal competence is greater than activity challenge. (c) personal competence is less than activity challenge. (d) all of the above __28. According to Csikszentmihalyi's flow theory, the worst profile of experience occurs when: (a) skill is high, challenge is high. (b) skill is low, challenge is high. (c) skill is high, challenge is low. (d) skill is low, challenge is low.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__29. When environmental challenge and personal skill are both high and in balance with one another, people show characteristically high levels of ___ on the task at hand. (a) behavioral involvement (b) concentration (c) enjoyment (d) all of the above __30. In the study of children’s experience of enjoyment after solving anagrams with different levels of difficulty, children expressed the greatest enjoyment (through smiling) after solving problems that were: (a) very easy. (b) easy. (c) hard. (d) very hard. __31. _____ constitutes the environmental event that involves the need for competence; _____ constitutes the environmental event that satisfies the need for competence. (a) challenge; positive feedback (b) difficult tasks; doing better than others (c) easy success; doing better than others (d) positive feedback; easy success __32. According to the textbook, an environmental challenge does not create the psychological experience of being challenged until one additional ingredient is added to the experience. That ingredient is: (a) an obstacle of some kind. (b) performance feedback information. (c) social comparison information. (d) the presence of an audience. __33. _____ is the need to establish close emotional bonds and attachments with other people, and it reflects the desire to be emotionally connected to and interpersonally involved with significant others in warm relationships. (a) Autonomy (b) Competence (c) Relatedness (d) Self-actualization (e) none of the above __34. Which of the following is not considered to be evidence that people have a psychological need for relatedness? (a) Once formed, people are reluctant to break social bonds, or relationships. (b) So many people from so many different cultures eventually get married. (c) Social bonds between people seem to form so easily. (d) We go out of our way to create a relationship when given the opportunity to interact with others in face-to-face interactions. __35. _____ partners give benefits such as money and time with the expectation of receiving comparable benefits in the near future.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

(a) (b) (c) (d)

Communal Exchange Both communal and exchange Neither communal nor exchange

__36. The following two reasons to help illustrate what two types of relationships: First reason: “I want to help because of the distress on your face.” Second reason: “I want to help you so that you will help me in return.” (a) Communal; exchange (b) Exchange; communal (c) Externalized; internalized (d) Internalized; externalized (e) Structured; unstructured (f) Unstructured; structured __37. ___ provides the social context in which internalization occurs. (a) Authoritarian parenting (b) Relatedness to others (c) Relationship reciprocity (d) Social exchange __38. Structure enhances engagement because it involves and satisfies the need for: (a) being appreciated. (b) competence. (c) relatedness. (d) autonomy. __39. “Communicates clear expectations,” “administers timely performance feedback,” and “provides optimal challenges” are the tell-tale signs of ___ in a social context. (a) autonomy-support (b) engagement (c) involvement (d) structure

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__40. Which of the following is considered a key characteristic of a highly autonomy-supportive environment? (a) administers timely performance feedback information (b) expresses liking or affection for the other person (c) promotes valuing (d) provides skill-building guidance (e) truly enjoys spending time with the person __41. Which of the following is considered a key characteristic of a highly structured environment? (a) expresses liking or affection for the other person (b) nurtures inner motivational resources (c) promotes valuing (d) provides skill-building guidance (e) truly enjoys spending time with the person __42. Which of the following is considered a key characteristic of a high involvement environment? (a) administers timely performance feedback information (b) nurtures inner motivational resources (c) promotes valuing (d) provides skill-building guidance (e) truly enjoys spending time with the person __43. When people have days that allow them to feel self-determined, competent, and interpersonally related, they are more likely to agree with which of the following statements: (a) “I feel energized.” (b) “I feel like casting off my cares and playing hooky today.” (c) “I need to rest.” (d) “I deserve a reward, like a prize—a really good prize.”

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Answers to Multiple Choice Questions Chapter 6 Psychological Needs

Multiple-Choice Test Questions 1.

11.

21.

31.

41.

12.

22.

32.

42.

13.

23.

33.

43.

14.

24.

34.

15.

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26.

36.

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37.

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28.

38.

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29.

39.

10.

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Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Short-Essay Test Questions 1.

What is a psychological need, and how is a psychological need different from other needs (e.g., physiological, social, quasi)?

Compare and contrast an organismic approach to motivation with/against a mechanistic approach to motivation.

What is meant by the person-environment dialectic? Explain (a) from where motivation comes and (b) how it changes over time according to the person-environment dialectic framework.

Define autonomy (as a psychological need). Discuss how it relates to (a) intrinsic motivation and (b) extrinsic motivation.

Provide a definition for autonomy as a psychological need. List and briefly illustrate one environmental event that tend to involve and nurture the need for autonomy; list and briefly illustrate one environmental event that tends to frustrate and thwart the need for autonomy.

State any three positive learning/developmental benefits research shows as associated more with an autonomy-supportive rather than a controlling environment. Pick one of these three outcomes and explain why autonomy support promotes it.

List and provide a brief example for each of the four elements of an autonomy-supportive environment (or autonomy-supportive relationship).

Explain “the conundrum of choice.”

Why does “acknowledging and accepting expressions of negative affect” work as a motivational strategy to promote both autonomy and positive outcomes?

10.

The book argues that the heart of an autonomy supportive environment is a striving of one person to take the other person's perspective and to value personal growth opportunities in the other. Describe the actions a teacher in the classroom or a manager at work would pursue to accomplish this.

11.

Explain why students are more likely to drop out of school when their educational lives reflect controlling, rather than autonomy supportive, relationships.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

12.

Provide a definition for competence as a psychological need. List and briefly illustrate one environmental event that tend to involve and nurture the need for competence; list and briefly illustrate one environmental event that tends to frustrate and thwart the need for competence.

13.

Use Csikszentmihalyi's model of flow to outline the theoretical relationship between level of challenge offered by an activity on the one hand and the individual's level of competence on the other. State the emotional consequences of matches and mismatches between activity challenge and personal competence.

14.

Defend flow theory's assertion that any activity can be made to be an enjoyable one. To make any task more enjoyable, what two factors can be fined-tuned or adjusted? Explain.

15.

Discuss how error tolerance (or failure tolerance) contributes to the experience of, and motivation for, optimal challenge.

16.

Summarize how Harter's research findings with the grade school children solving anagrams showed that people experience pleasure most in a context of optimal challenge and positive feedback.

17.

Provide a definition for relatedness as a psychological need. List and briefly illustrate one environmental event that tend to involve and nurture the need for relatedness; list and briefly illustrate one environmental event that tends to frustrate and thwart the need for relatedness.

18.

Explain the distinction between exchange and communal relationships. Explain why each type of relationship does or does not satisfy the need for relatedness.

19.

Explain the phrase, "Relatedness to others provides the social context that supports internalization."

20.

Imagine if someone argued that an autonomy-supportive environment is simply a laissezFaire (permissive, hands-off) environment. Counter-argue against this claim and explain, how or why an autonomy-supportive environment is not laissez-faire, hands-off, or permissive.

21.

Outline (perhaps in a chart) one environmental event that involves and one environmental event that satisfies each of the three psychological needs of autonomy, competence, and relatedness.

22.

Explain the role psychological needs play in helping a person have “a good day.”

23.

Explain this idea: Psychological needs function as psychological nutriments to positive psychological well being.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

24.

Explain the environmental conditions (e.g., in school, at work) that successfully involve and satisfy a person’s psychological need for autonomy.

25.

Explain the environmental conditions (e.g., in school, at work) that successfully involve and satisfy a person’s psychological need for competence.

26.

Explain the environmental conditions (e.g., in school, at work) that successfully involve and satisfy a person’s psychological need for relatedness.

27.

What is vitality? Explain how the experiences of autonomy, competence, and relatedness function as psychological nutriments that allow people to feel vital.

28.

The textbook argues that psychological need satisfaction underlies and explains “What makes for a good (happy, satisfied) day.” Explain how daily psychological need satisfaction experiences explain when a person does and does not have a “good day.”

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Chapter 7

Social Needs

Chapter Outline Acquired Needs Quasi-Needs Social Needs How Social Needs Motivate Behavior Achievement Origins of the Need for Achievement Atkinson's Model Dynamics-of-Action Model Conditions that Involve and Satisfy the Need for Achievement Achievement Goals Integrating Classic and Contemporary Approaches to Achievement Motivation Avoidance Motivation and Well Being Implicit Theories Different Implicit Theories Mean Different Achievement Goals Meaning of Effort Affiliation and Intimacy Conditions that Involve the Affiliation and Intimacy Needs Conditions that Satisfy the Affiliation and Intimacy Needs Power Conditions that Involve and Satisfy the Need for Power Power and Goal Pursuit Leadership Motive Pattern

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Problem of the Day In the face of challenge and failure, why do some people roll up their sleaves and increase their effort while others wilt and withdraw their effort? What makes for a good leader (e.g., manager, CEO, president)?

Activities What is the meaning of effort—how is one to interpret a display of high effort, either in oneself or in others? To help students think about this question, have them respond to the paragraph on the textbook’s page 191: You see a puzzle in a science magazine and it’s labeled, “Test your IQ!” You work on it for a very long time, get confused, start over and over, and finally make progress, but very slowly, until you solve it. How do you feel? Do you feel sort of dumb because it required so much effort? Or, do you feel smart because you worked hard and mastered it?

Present these two sentences to students, one at a time and for about 3 or 4 minutes each: 1. At the end of the day, Mark returns to the laboratory. 2. A young person is sitting at a table talking with an older person. At the presentation of each sentence cue, as students to write a paragraph story to answer these questions: • • • •

What is happening? Who are the people? What do they want? What are they thinking?

After they write a paragraph story for each sentence cue, have students reflect on the theme expressed in each story and categorize it into one of the following five themes: • • • • •

Achievement—doing something well to show personal competence. Affiliation—trying to please others and gain their approval. Intimacy—establishing or enjoying a warm, secure relationship. Power—having an impact on others or the world. None of the above

Ask students if they can see tendencies toward one social need or another within their paragraphs (based on the Thematic Apperception Test). Select a leader everyone in the group is familiar with (e.g., president; football coach). Evaluate that leader according to the three dimensions of the leadership motive pattern: (a) need for power (b) need for affiliation/intimacy (c) activity inhibition

Is this person an effective leader? Would they be a more effective or a less effective leader if they conformed more closely to the leadership motive pattern of increased power, decreased affiliation, and increased activity inhibition?

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Discussion Questions Theory 1.

Select one of the four social needs of achievement, affiliation, intimacy, and power. Explain how a person develops a high versus a low level of this need. In other words, if a person has a strong need for achievement, explain how that need develops over time.

When people face a standard of excellence (e.g., make an A on a test), explain why they experience a mixture of both positive and negative emotions.

Is a performance–approach goal just as productive and beneficial for a performer as is a mastery goal? Or, do mastery goals facilitate more positive functioning than do performance–approach goals?

What is the difference between the need for affiliation and the need for intimacy?

Application 1.

Imagine a person engaged in an activity, such as reading or working. If you were to ask that person what they wanted to accomplished while engaged in that task, what would you hear them say to express each of the following types of achievement goals? (a) Mastery goal (b) Performance-approach goal (c) Performance-avoidance goal

Classify your own classroom experience as one that supports mastery goals or one that supports performance goals, using the following six climate dimensions:

Climate Dimension

Mastery Goal

Performance Goal

Success defined as... Value placed on... Teacher oriented toward... Error/mistakes viewed as... Reason to put forth effort... How students are evaluated

Improvement, progress Effort, learning How students learn Part of learning Learn something new Progress, improvement

Doing better than others Normative high ability How students perform A source of anxiety Make high grades Normative, relative to others

Is your classroom organized mostly around promoting mastery goals, performance goals, or a balance of both mastery and performance goals? How could the class be re-structured to promote mastery goals?

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Multiple-Choice Test Questions __ 1. Which type of need is described here: An acquired psychological process that develops out of one’s socialization history and activates emotional responses to a need-relevant incentive. (a) continuing needs (b) physiological needs (c) psychological needs (d) social needs (e) quasi-needs __ 2. Which type of need is described here: Ephemeral, situationally-induced wants that create tense energy to engage in that behavior which is capable of reducing the built-up tension. (a) achievement needs (b) physiological needs (c) psychological needs (d) social needs (e) quasi-needs __ 3. Which type of need is described here: An innate psychological process that underlies the desire to seek out interactions with the environment to gain experiences that promote psychological growth, vitality, and well being. (a) achievement needs (b) physiological needs (c) psychological needs (d) social needs (e) quasi-needs __ 4. Needs like those for money when shopping, car keys before driving, and a vacation when stressed represent what type or category of needs? (a) achievement needs. (b) physiological needs (c) psychological needs. (d) social needs. (e) quasi-needs. __ 5. _____ originate from situational events that promote a psychological context of pressure, tension, and urgency to act. For instance, the telephone rings and you urgently need to write down a phone number. (a) Acquired social needs (b) Organismic psychological needs (c) Quasi-needs (d) Social needs

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__ 6. Which of the following statements best summarizes the conclusions revealed by investigating the child rearing antecedents of social needs such achievement or power? (a) An adult’s social needs develop from genetic (biological) dispositions. (b) An adult’s social needs develop mostly from genetic dispositions but also from socialization experiences acquired through learning. (c) An adult’s social needs develop from early child rearing experiences. (d) Few childrearing experience explain adults’ social needs, because social needs change over time as one’s adult life experiences (e.g., occupation) change. __ 7. _____ are acquired emotional and behavioral potentials to act that are activated by particular situational incentives. (a) Identified ways of regulating behavior (b) Organismic psychological needs (c) Quasi-needs (d) Social needs __ 8. On average, people show what sort of emotions when they face a standard of excellence, such as trying to become class valedictorian. (a) positive emotions, like hope and pride (b) negative emotions, like anxiety and fear (c) both positive and negative emotions (d) neither positive nor negative emotions __ 9. Atkinson conceptualized the _____ as a force within the person to prefer and to seek out achievement situations, and the _____ as a force within the person to escape from (or be anxious about) achievement situations. (a) Maf, Ms (b) Ms, Maf (c) Naf, Ns (d) Ns, Naf __10. The environmental incentive that activates the emotional and behavioral potential of the social need for achievement is: (a) encountering an unexpected or surprising event. (b) doing something well to show personal competence. (c) having impact on others. (d) opportunity to please others and gain their approval. (e) warm, secure relationship. __11. The environmental incentive that activates the emotional and behavioral potential of the social need for affiliation is: (a) encountering an unexpected or surprising event. (b) doing something well to show personal competence. (c) having impact on others. (d) opportunity to please others and gain their approval. (e) warm, secure relationship.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__12. The environmental incentive that activates the emotional and behavioral potential of the social need for intimacy is: (a) encountering an unexpected or surprising event. (b) doing something well to show personal competence. (c) having impact on others. (d) opportunity to please others and gain their approval. (e) warm, secure relationship. __13. The environmental incentive that activates the emotional and behavioral potential of the social need for power is: (a) encountering an unexpected or surprising event. (b) doing something well to show personal competence. (c) having impact on others. (d) opportunity to please others and gain their approval. (e) warm, secure relationship. __14. When presented with a(n) _____, people generally experience not only positive emotions like hope that energize their approach behavior but also negative emotions like anxiety that energize their avoidance behavior. (a) external perceived locus of causality (b) highly competent role model (c) self-handicapping opportunity (d) situation with high arousal potential (e) standard of excellence __15. The impetus (desire) to do well relative to a standard of excellence for an achievement-oriented individual involves: (a) performing better than others, as in winning a competition. (b) performing a specific task well, as in solving a crossword puzzle. (c) performing better than one has performed in the past, as in swimming faster than ever before. (d) all of the above (e) none of the above __16. The arousal of the need for achievement readies the individual to: (a) become a leader in small groups. (b) engage in behavior to achieve status, power, and public recognition. (c) perform well on both extremely difficult and extremely easy tasks. (d) pursue entrepreneurial behaviors (e) all of the above

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__17. In Atkinson's formula to predict achievement-related behavior (Ts = Ms x Ps x Is), Ms, represents: (a) an individual’s score on the TAT. (b) the instigation force in the stream of achievement behavior. (c) the strength of an individual's achievement motive. (d) all of the above (e) none of the above __18. In Atkinson's formula to predict achievement-related behavior (Ts = Ms x Ps x Is), if Ps = .75, then Is = ? (a) 0 (b) .25 (c) .50 (d) .75 (e) Is cannot be determined from Ps __19. In the dynamics-of-action model, which of the following is a synonym for inhibition? (a) Pf (b) Ps (c) Taf (d) Ts __20. The dynamics-of-action model attempts to predict a person's latency to engage in an achievement-related activity. When ___, the individual engages in achievement-related behavior the quickest. That is, the person’s latency is very low and they get right to work. (a) Maf > Ms (b) Maf < Ms (c) Maf = Ms, and both are high (d) Maf = Ms, and both are low __21. The dynamics-of-action model attempts to predict a person's latency to engage in an achievement-related activity. When ___, the individual engages in achievement-related behavior the slowest. That is, the person’s latency is very high and they procrastinate. (a) Maf > Ms (b) Maf < Ms (c) Maf = Ms, and both are high (d) Maf = Ms, and both are low __22. People who adopt a mastery, rather than a performance, goal have been shown to show a greater tendency toward each of the following ways of thinking and feeling, except: (a) a preference for a challenging task one can learn from. (b) experience a preference to work on the task by themselves without asking for help, assistance, or information from others. (c) experience greater intrinsic motivation than intrinsic motivation during that task.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

(d)

use conceptually-based learning strategies.

__23. Which of the following is not an environmental condition that functions to involve and satisfy the need for achievement? (a) competition (b) entrepreneurship (c) moderately challenging task (d) success feedback __24. The following statement expresses a ___ goal orientation, “My goal in this class is to get a better grade than most of the other students.” (a) leadership (b) mastery (c) performance-approach (d) performance-avoidance __25. All other things being equal, the person who adopts a ___ goal orientation is relatively more likely to suffer a low sense of personal control, low vitality, and low life satisfaction. (a) leadership (b) mastery (c) performance-approach (d) performance-avoidance __26. According to the dynamics-of-action model, achievement behavior eventually ends because: (a) external social pressures mount, often increasing the fear of failure. (b) failure is frustrating, and it thus eventually stimulates a cessation in behavior. (c) the fear of failure typically overwhelms the motive to succeed. (d) once achievement behavior begins, it tends to consume itself. __27. The type of achievement goal associated with incremental thinking is the: (a) mastery goal. (b) performance goal. (c) performance-approach goal only. (d) performance-avoidance goal only. __28. If a classroom teacher defines success as showing improvement and places a high value on learning and effort, then her students are likely to adopt which type of achievement goal during learning activities? (a) mastery goal. (b) performance goal. (c) performance-approach goal only. (d) performance-avoidance goal only.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__29. The belief that “the more you try and the more you learn, the better you get” expresses an: (a) entity self-theory. (b) incremental self-theory. (c) personal striving. (d) possible self-theory. __30. Entity theorists generally adopt ___ goals; incremental theorists generally adopt ___ goals. (a) mastery, mastery (b) mastery, performance (c) performance, mastery (d) performance, performance __31. For an entity theorist, the meaning of effort is: (a) “it is a tool, the means by which I can turn on and capitalize on my skills.” (b) “the harder you try, the dumber you therefore must be.” (c) “the more you try and the more you learn, the better you get.” (d) “like rain in the garden, it is effort that allows skills and talents to grow.” __32. According to McAdams, the _____ motive is the social motive to engage in warm, close, positive interpersonal relations that hold little fear of rejection. (a) achievement (b) affiliative (c) intimacy (d) power __33. In considering the conditions that activate affiliative behaviors, which of the following emotional states increases a person's desire to affiliate with others? People experience an increased desire to affiliate with others when they feel: (a) depressed. (b) embarrassed. (c) fear/anxiety. (d) all of the above __34. As an interpersonal relationship develops over time, people high in the need for _____ experience increased satisfaction in that relationship whereas people low in that need experience mostly a sense of entrapment. (a) achievement (b) affiliation (c) intimacy (d) power

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__35. The desire to affiliate _____ in embarrassing situations; the desire to affiliate _____ in anxiety-producing situations. (a) decreases, decreases (b) increases, increases (c) decreases, increases (d) increases, decreases __36. When recalling a peak experience in their life, which of the following would most likely to come to mind for the high need for power person? The day her or she: (a) graduated from high school or college. (b) was elected to an important office. (c) was married. (d) won an important athletic competition. __37. Power-oriented individuals tend to seek recognition in small groups and tend to find a way to make themselves visible to others, apparently in an effort to: (a) attain influence over group outcomes. (b) make friends. (c) reduce their fear of rejection. (d) all of the above __38. The leadership motive pattern consists of all of the following, except: (a) above average activity inhibition. (b) above average need for achievement. (c) above average need for power. (d) below average need for intimacy/affiliation. __39. Which of the following profiles of U.S. presidents has empirical research shown is associated with highest presidential effectiveness? (a) high power, high intimacy, high activity inhibition (b) high power, low intimacy, high activity inhibition (c) high power, low intimacy, low activity inhibition (d) low power, high intimacy, high activity inhibition __40. People high in the need for power desire to have high levels of all of the following, except: (a) control (b) impact (c) influence (d) friends

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__41. Which of the following statements about power motivation is not true? (a) High power and taking action complement one another and typically co-occur. (b) High power people are seen as tough negotiators who win concessions from others. (c) How power people express warm, positive emotions during interaction and hence influence others through relationship building. (d) Power increases people’s approach tendencies and decreases their inhibitory tendencies.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Answers to Multiple Choice Questions Chapter 7 Social Needs

Multiple-Choice Test Questions 1.

11.

21.

31.

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Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Short-Essay Test Questions 1.

Explain how a social need that lies dormant within the individual’s personality becomes capable to motivating that person’s behavior in day-to-day activity. That is, explain how a social need energizes and directs the person’s activity.

Define and distinguish between the following three types of needs: psychological need, quasi need, and social need.

What is a quasi-need? From where do quasi-needs come? How do they energize and direct behavior?

List the incentive that activates the emotional and behavioral potential for each of the four social needs of achievement, affiliation, intimacy, and power.

Define the need for achievement. Explain what sort of behavior or outcomes it predicts.

When facing standards of excellence, people's emotional reactions vary. Explain why people so often feel both positive and negative emotions at the same time.

Consider the origins of the need for achievement and discuss one of the following three sources of high need for achievement: its socialization influences, its cognitive influences, or its developmental influences.

Define each of the following terms in Atkinson's model of achievement behavior and state which one(s) is/are personality variable(s): Ts = Ms x Ps x Is.

Use the dynamics-of-action model of achievement motivation to explain why some people show greater persistence than do others and why achievement behavior eventually ends. In other words, explain why someone who is studying or practicing persists but also eventually stops studying or practicing.

10.

Discuss the contribution that each of the following three variables adds to the dynamicsof-action model: instigation, inhibition, and consummation.

12.

What does the concept of achievement for the future add to the study of achievement behavior.

12.

Discuss the relationship between performance-avoidance achievement goals and psychological well being.

13.

Describe how Elliot's achievement motivation model integrates the classical and contemporary view on achievement motivation. Begin by stating what the classical and the contemporary views of achievement motivation are.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

14.

Explain how a person's implicit theory affects his or her adoption of a mastery or performance goal.

15.

Articulate an achievement goal that you might expect to hear from an entity theorist; articulate an achievement goal that you might expect to hear from an incremental theorist.

16.

Articulate the meaning (or interpretation) of effort for (a) entity theorists and (b) incremental theorists.

17.

If you wanted to promote mastery goals in another person, what you would do in terms of defining success, placing value, giving reasons for effort, and evaluating work?

18.

Differentiate between the need for affiliation and the need for intimacy.

19.

Schachter found that anxious people preferred to be with other people rather than be alone. Why do anxious people voluntarily seek out and prefer to be with others?

20.

Describe the person with a high need for intimacy by outlining his or her characteristics, thoughts, TAT themes, interaction style, and autobiographical memories seen as particularly important life themes.

21.

Discuss the relationship between the power motive and sympathetic nervous system activity and its implications for emotion and physical health.

22.

Discuss the relationship between the need for power and interpersonal aggression.

23.

Describe the leadership motive pattern in terms of social needs. Explain why this constellation of social needs produces effective leaders.

24.

Select one of the four social needs--achievement, affiliation, intimacy, and power. Then, (a) define it and (b) identify any two of its behavioral consequences.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Chapter 8

Goal setting and Goal Striving

Chapter Outline Cognitive Perspective on Motivation Plans Corrective Motivation Discrepancy Two Types of Discrepancy Goal Setting Goal-Performance Discrepancy Difficult, Specific Goals Enhance Performance Feedback Goal Acceptance Criticisms Long-Term Goal Setting Goal Striving Mental Simulations: Focusing on Action Implementation Intentions Goal Pursuit: Getting Started Goal Pursuit: Persisting and Finishing Putting It All Together: Creating an Effective Goal-Setting Program

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Problem of the Day Why do people not do their best when they “try to do their best?”

Activities Develop your own personal goal-setting program to increase performance on a task of particular importance to you. Interview another person to determine an activity in which increased performance on that task is of especially high importance to that person (e.g., a student who want to improve her grades, an athlete who want to improve her running time, a worker wants to increase his productivity or savings account). Develop a goal-setting program for that person. Have students identify a goal that everyone thinks is important and worthwhile (e.g., make a B in this class, lose 5 pounds, run a mile in 10 minutes or less). Create a goal-setting program that addresses each of the following in a constructive and performance-enhancing way: 1. Goal difficulty 2. Goal specificity 3. Performance feedback 4. Goal acceptance 5. Implementation intentions (to start, persist, resume).

Discussion Questions Theory 1.

Identify any motivational state. Explain how it might be framed and understood as an example of a discrepancy between a present state and an ideal state.

Restate the following goal, “Do better in school”, so that it is both a more difficult and a more specific goal.

Application 1.

Identify an important life goal. Revise/restate that goal so that it is as difficult and as specific a goal as you can state it.

Consider a goal, such as studying for 2 hours a day. To get started, what would an effect implementation intention be? To help you persist over time, what would an implementation intention be?

Have the group identify a goal that everyone agrees is important and worthwhile (e.g., make a B in this class, lose 5 pounds, run a mile in 10 minutes or less).

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Generate and refine implementation intentions to solve each of the following three volitional problems: (a) getting started in pursuing the goal, despite a multitude of daily distractions. (b) persisting in pursuing the goal over time, in spite of difficulties and setbacks. (c) resuming goal-directed action, once a disruption occurs.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Multiple-Choice Test Questions __ 1. ___ is a “messy construct” that functions as an umbrella construct to unite together constructs such as beliefs, expectations, goals, plans, and the self-concept. (a) Cognition (b) Drive (c) Mentalism (d) Need (e) Personality __ 2. A _____ theory of motivation focuses on mental processes as “springs to action” that energize and direct behavior in purposive ways. (a) biological (b) cognitive (c) personality (d) psychophysiological (e) social __ 3. The construct that functions as a motivational spring to action when the person’s present state of how life is going falls short of the person’s hoped-for ideal state is referred to as a(n): (a) attribution (b) cognitive interruption (c) discrepancy (d) displacement (e) mental simulation __ 4. The cognitive mechanism by which plans energize and direct behavior is the: (a) cognitive map. (b) goal gradient. (c) interaction of expectancies and values. (d) TOTE unit. __ 5. The TOTE unit—test, operate, test, exit—is a cognitive mechanism that explains how ___ energize and direct motivated action. (a) attributions (b) goals (c) implementation intentions (d) personal strivings (e) plans

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__ 6. The theoretical improvement that corrective motivation allows over the concept of a plan is: (a) A model of motivation that mimics a computer simulation of persistence (b) An emphasis that behavior can and does change over time. (c) An emphasis that difficult-to-accomplish plans energize greater motivation than do easy-to-accomplish plans. (d) An emphasis that plans, like behaviors, are modifiable and can change in response to circumstances. __ 7. ___ revolves around a flexible decision-making process in which the individual considers many different ways for reducing incongruities between a present state and an ideal state. (a) Cognitive dissonance (b) Corrective motivation (c) Implementation intentions (d) A Possible self __ 8. When the present state (one’s current GPA) falls short of one’s hoped-for state (one’s wished-for GPA), what sort of motivational construct comes into existence? (a) arousal (b) difference (c) discrepancy (d) dissonance (e) displacement __ 9. Discrepancy reduction corresponds to _____-based motivation; discrepancy creation corresponds to _____-based motivation. (a) approach, avoidance (b) avoidance, approach (c) goal, plan (d) plan, goal __10. A goal is: (a) a clear statement of what to do, when to do it, and where to do it. (b) a decision-making process to overcome personal deficiencies. (c) information about how well versus how poorly one is doing on a task. (d) mental effort to provide self-instruction to oneself. (e) whatever the individual is trying to accomplish. __11. Which of the following is not one of the reasons goal-setting improves performance? Goal-setting: (a) decreases stress. (b) directs the individual's attention to the task. (c) increases persistence. (d) mobilizes effort. (e) promotes development of new strategies to improve poor performance. __12. Specific, difficult, and challenging goals enhance performance, but an additional variable that is crucial to allow goals to translate into effective performance is:

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

(a) (b) (c) (d)

concrete intentions. extrinsic motivation. feedback. internal attributions for success.

__13. Which of the following statements is not true? (a) The harder the goal, the greater the effort expended to accomplish it. (b) Goals direct a performer's attention toward the task at hand. (c) Goals facilitate strategic planning so performers can accomplish the goals they seek. (d) Goals increase performance on difficult tasks by increasing intrinsic motivation. (e) Goals increase persistence because effort continues until the goal is reached. __14. If the following four people were performing sit-ups, goal-setting theory predicts the person who would perform the most sit-ups would be the person with ___ goal. (a) no (b) an easy (c) a moderately difficult (d) a difficult __15. Without ____, goals can be emotionally unimportant and uninvolving. (a) feedback (b) goal difficulty (c) goal specificity (d) self-reflection (e) stress __16. People with difficult goals outperform people with easy goals. This is so because people with difficult goals show greater: (a) effort and persistence. (b) interest, intrinsic motivation, and implementation intentions. (c) goal acceptance. (d) mental simulations of successful outcomes. (e) on-task attention and strategic planning. __17. People with specific goals outperform people with vague goals. This is so because people with specific goals show greater: (a) effort and persistence. (b) interest, intrinsic motivation, and implementation intentions. (c) goal acceptance. (d) mental simulations of successful outcomes. (e) on-task attention and strategic planning. __18. Which of the following is not an important determinant of the goal-acceptance process? (a) extrinsic incentives offered to the performer (b) the extent of experience the performer has on that particular task (c) the goal assigner's level of credibility (d) the level of difficulty of the goal

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

(e)

the performer's level of participation in the goal-setting process

__19. The more the performer participates in the goal-setting process, the greater will be that person’s subsequent: (a) goal acceptance. (b) goal difficulty. (c) goal imagery. (d) goal specificity. (e) goal stress. __20. Goal setting has its advantages, but it also has been criticized. Which of the following is not a valid criticism against goal-setting theory? (a) Goal setting can increase stress in performers. (b) Goal setting can put performer's task-related intrinsic motivation at risk of declining. (c) Goal setting enhances performance only on tasks that are relatively complex. (d) It is more a theory about performance than it is a theory about motivation. __21. Many people with long-term goals such as “become a doctor” eventually abandon their long-term goal pursuit. The essential motivational problem with long-term goals is that they: (a) are incompatible with implementation intentions, which are crucial for goal attainment over a long period of time. (b) focus the performer on what to do rather than on when to do it. (c) ignore the importance of key factors of performance such as coaching and training. (d) provide insufficient opportunity for performance feedback and positive reinforcement. __22. Empirical research on the relationship between goal-setting and intrinsic motivation suggests that _____ is the key variable that determines whether short-term or long-term goals increase intrinsic motivation. (a) goal commitment (b) goal difficulty (c) opportunities for challenge (d) the performer's initial level of interest towards the activity __23. Implementation intentions are effective in goal-setting pursuits because they: (a) buffer performers against falling prey to volitional problems. (b) create energy and direction for behavior that plans and goals cannot generate. (c) promote performance-approach goals and minimize performance-avoidance goals. (d) all of the above __24. Implementation intentions: (a) create instant habits. (b) generate a mixture between approach and avoidance motivation. (c) support self-theories of motivation. (d) work to generate motivation because they ensure that distractions won’t occur. __25. Which of the following statements best reflects an effective implementation

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

intention? (a) “If I focus clearly on my goal, I will be able to attain it.” (b) “If I believe in my goal and rehearse it coming true, I will be able to attain it.” (c) “When I create choices among my goals, I will have the flexibility to succeed.” (d) “When I encounter situation X, I will do behavior Y.” __26. People who write down when and where they will carry out their goal-striving behavior are more likely to actually attain their goals than do people who set the same goal but do not write down when and where they will carry out their goal-striving behavior. The motivational construct that explains this effect is the: (a) attributional analysis (b) goal (c) implementation intention (d) personal striving (e) the TOTE unit __27. As one strives to attain a goal, taking the time necessary to plan how, when, where, and for how long one will carry out goal-directed behavior: (a) is critical if one is to adopt a mastery goal and to avoid a performance-avoidance goal. (b) represents an integral part of the goal-acceptance process. (c) represents the power of positive thinking, as represented by the advice to “visualize success.” (d) represents the setting of implementation intentions. __28. ___ create a type of close-mindedness that narrows one’s focus of attention to include goal-directed action but to exclude distractions and interruptions. (a) Attributions (b) Goals (c) Implementation intentions (d) Personal strivings (e) TOTE units __29. All goal-setting programs begin with the question: (a) Do you have access to proper training, coaching, and resources? (b) What, when, where, and how long? (c) What do you want to accomplish? (d) What have you done successfully in the past? (e) When and why?

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Answers to Multiple Choice Questions Chapter 8 Goal Setting and Goal Striving

Multiple-Choice Test Questions 1.

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Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Short-Essay Test Questions 1.

Outline the basic assumptions of the cognitive perspective on motivation by discussing how mental events can serve as a “spring to action” that energizes and directs action.

Diagram a TOTE unit and describe how it models plan-motivated behavior.

Use the two terms present state and ideal state to outline how plans motivate behavior.

Imagine a person raking a yard full of leaves. The raker wants to remove all of these leaves by the end of the day. Explain how a plan motivates the worker's persistent effort.

Explain why corrective motivation is an improved construct over the TOTE unit as the basic motivational principle underlying plan-motivated behavior.

Discuss the difference between the two types of goal-performance discrepancies: discrepancy reduction and discrepancy creation.

Difficult and specific goals enhance performance in ways that easy and vague goals do not. Identify the four goal mechanisms that explain why difficult and specific goals enhance performance. Illustrate these four goal mechanisms with the student’s goal of “read 100 pages.”

Explain the important role that feedback plays in explaining how and why goals enhance performance.

Explain why difficult goals energize goal-directed behavior better than do easy goals by providing both an example and an explanation of why difficult goals energize action.

10.

Explain why specific goals direct goal-directed behavior better than do vague goals by providing both an example and an explanation of why specific goals direct action.

11.

Differentiate the motivational and performance-based advantages versus disadvantages for performers who adopt a short-term goal (e.g., eat less than 2000 calories today) versus performers who adopt a long-term goal (e.g.,. lose 20 lbs. this year) and offer a recommendation as to whether performers should adopt a short-term or a long-term goal. Explain/justify your recommendation.

12.

What is goal acceptance? Why is it important in predicting whether a goal will or will not enhance performance?

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

13.

Identify any three variables that facilitate the goal acceptance process in which the performer becomes more willing to accept an imposed goal as his own internalized goal.

14.

Discuss why it is important for the goal assigner (e.g., teacher) to promote active participation from the goal assignee (e.g., student) during the goal-setting process.

15.

Goal setting has its advantages, but it also has its fair share of limitations and criticisms. Summarize the concerns and criticisms against goal setting as a motivational strategy.

16.

In experiments testing the effectiveness of implementation intentions, people who set implementation intentions actually carry out and attain their goals more than people who do not set implementation intentions. Explain why.

17.

Explain why the setting of implementation intentions is such an important part of a successful goal-setting program.

18.

Explain what is meant by the statement that implementation intentions create a type of close-mindedness that narrows one’s attention toward goal-directed action and away from distractions and interruptions.

19.

Outline a full goal-setting program—that is, outline how goal setting and goal striving work together to help people accomplish the goals they wish to accomplish.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Chapter 9

Personal Control Beliefs

Chapter Outline Motivation to Exercise Personal Control Two Kinds of Expectancy Perceived Control: Self, Action, and Control Self-Efficacy Sources of Self-Efficacy Self-Efficacy Effects on Behavior Self-Efficacy or the Psychological Need for Competence? Empowerment Empowering People: Mastery Modeling Program Personal Control Beliefs Ways of Coping Mastery Versus Helplessness Learned Helplessness Learning Helplessness Applications to Humans Components Effects of Helplessness Helplessness and Depression Explanatory Style Criticisms and Alternative Explanations Reactance Theory Reactance and Helplessness Putting It All Together: Hope

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Problem of the Day Is high self-efficacy the complete and total antidote to high anxiety? Is it always a good idea to boost personal control beliefs higher and higher?

Activities Make a photocopy and overhead of the concept formation task depicted in Figure 9.6 on page 248. Ask for a volunteer to try to figure out which of the 6 concepts you have in mind—star, circle, white, shade, triangle, or square. Pick one of these 6 concepts as the answer. Then, show the volunteer each of the four pictures one at a time and ask him or her simply to guess “right” or “left” (side). You then provide authentic feedback that the right or left guess is “correct” or “incorrect”. For instance, if you selected star as the concept to be figured out, and the volunteer guessed “right, left, right, left” then your feedback would be “incorrect, incorrect, correct, and incorrect.” After the fourth figure, ask the volunteer what the concept is. Most volunteers will be able to figure out the concept with authentic feedback, and this successful problem solving helps build a sense of master motivation. Mention to students that the feedback could be given in a random and bogus way (as from a computer), which would build a sense of helplessness and apathy for the task.

Invite students to perform a motor skill, such as tossing a tennis ball into a wastebasket or putting a golf ball along the floor to a coke can. The distance of the toss or putt should be sufficiently long enough (e.g., 8 feet) to raise the question of task difficult and perceived uncontrollability. Ask students, one-by-one, to perform publicly. Immediately before they perform, ask them to write on the chalkboard a: Efficacy expectation, on a 1 – 5 scale Outcome expectancy, on a 1 – 5 scale Anxiety rating, on a 1 – 5 scale. After the performance, score each performance as a success or failure. Lastly, ask the student to make a post-performance attribution to explain the success or failure.

Student’s Name

Efficacy Expectation (1-5 rating)

Outcome Expectation (1-5 rating)

Level of Anxiety (1-5 rating)

Outcome (S or F)

Attribution (Why S/F?)

Lucy John

Efficacy Expectation: Outcome Expectation:

1 = I don’t have what it takes to do this; 5 = I have what it takes 1 = I will surely fail; 5 = I will surely succeed

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Level of Anxiety: Outcome:

1 = Fearful, highly nervous; 5 = Cool, calm, and collected Success = made the basket, hit the coke can; Failure = missed the basket, missed the coke can Why did you hit or miss the basket/coke can? Ability? Effort? Strategy? Luck? Task Difficulty? Lack of Preparation?

Attribution:

Once all students have performed and made the ratings, engage in a whole-class discussion of what predicted people’s performance (and why): efficacy expectations? Outcome expectations? Both efficacy and outcome expectancies?

Write the following question on an overhead or on the chalkboard: “Compared to your fellow classmates, rate your current knowledge about motivation and emotion (relative to your peers)” 1

Way below average

Somewhat below average

About average

Somewhat above average

Way above average

Ask all students to write down one number from 1 to 5 and anonymously hand it in to you. On the chalkboard, write a frequency tally of the 1-5 ratings. The class average will probably be about a 4, though logically the average should be 3. Start a class discussion on the illusion of control. Ask whether this self-serving bias is beneficial or harmful.

Discussion Questions Theory 1.

What is the difference between self-efficacy and ability? Is there a difference? Is the difference important?

How easy/difficult is it to substantially change someone’s doubt-plagued self-efficacy toward a particular task?

How easy/difficult is it to substantially change someone’s pessimistic-plagued learned helpless belief in a particular life domain?

Describe the meaning of failure for a person with a helpless motivational orientation. Describe the meaning of failure for a person with a mastery motivational orientation. 5.

In the face of persistent failure, how do helplessness-oriented persons think, feel, and behave? In the face of persistent failure, how do mastery-oriented persons think, feel, and behave?

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Application 1.

Provide one personal example of a learned helplessness belief in your life. Analyze that helplessness belief in terms of its underlying: (a) Contingency–objective response-outcome environmental contingencies (b) Cognition–subjective response-outcome environmental contingencies (c) Behavior–passive versus active coping.

How does self-efficacy theory help you understand one of your friend’s motivational problems in academic or social life?

Imagine being a cognitively-oriented therapist who has two clients. One client suffers from severe self-doubt about his capacity to cope successfully with the demands of college. College is an overwhelming experience. What strategies might you use to reverse his high doubt and replace it with high confidence? The other client suffers from severe helplessness about her capacity to cope successfully with her boyfriend relationship. Her boyfriend is unresponsive, and everything she tries to do to improve the relationship seems to fall on a deaf ear. What strategies might you use to reverse her high helplessness and replace it with mastery motivation?

How can attributional retraining techniques be used to prevent learned helplessness? Suppose, for instance, that you were about to teach young children how to swim for the first time and you wanted to increase the chances that the young swimmers would adopt mastery, instead of helpless, motivational orientations.

How can attributional retraining techniques be used to reverse learned helplessness? Suppose, for instance, that you were a swimming instructor for young children and several of them had developed a fear, avoidance, and passivity towards swimming. If you wanted to reverse their helpless motivational orientation, what could you do?

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Multiple-Choice Test Questions __ 1. The motivation to exercise personal control in one’s life is predicated on the person’s: (a) belief that positive outcomes can be achieved even in uncontrollable situations. (b) belief that the person has the personal capacity to produce favorable results. (c) high self-esteem (d) passivity in low control situations but activity in high control situations. __ 2. An _____ expectation is a person's estimate of how likely it is that he or she can act in a particular way; whereas an _____ expectation is a person's estimate of how likely certain outcomes will follow once the person carries out that behavior. (a) antecedent, effort (b) efficacy, outcome (c) effort, antecedent (d) outcome, efficacy __ 3. An _____ expectation is a person's estimate of how likely certain outcomes will follow once the person carries out a behavior; whereas an _____ expectation is a person's estimate of how likely it is that he or she can act in a particular way. (a) antecedent, effort (b) efficacy, outcome (c) effort, antecedent (d) outcome, efficacy __ 4. Which of the following relations represent a person’s efficacy expectations? (a) Action → Control (b) Action → Outcomes (c) Self → Action (d) Self → Control (e) Self → Outcomes __ 5. The antecedent that most strongly determines the strength of a person's efficacy expectation is: (a) personal behavior history. (b) verbal persuasion. (c) vicarious experience. (d) physiological state. __ 6. Which of the following quotations best represents an outcome expectation? (a) “Do it.” (b) “I can do it.” (c) “I have what it takes to do this.” (d) “What I do will work.” __ 7. The opposite of self-efficacy is: (a) apathy. (b) doubt. (c) helplessness.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

(d) (e)

low self-esteem. reactance.

__ 8. Self-efficacy is not the same as ability. In what way does self-efficacy predict coping and performance above a beyond how one’s ability predicts coping and performance? (a) Circumstances are always ambiguous and unpredictable and hence require coping. (b) Emotions are always ambiguous and unpredictable and hence require suppressing. (c) Self-efficacy is a more important predictor of task performance that is ability. (d) Self-efficacy predicts actual performance, ability predicts only potential performance. __ 9. The following question represents which motivational construct, “If things start to go wrong during my performance, do I have the resources within me to cope successfully and turn things around for the better? (a) attributional style (b) learned helplessness (c) reactance (d) self-efficacy (e) self-esteem __10. A strong sense of efficacy allows a performer to remain highly ___, even in the face of situational stress and problem-solving dead-ends. (a) avoidant (b) outcome-focused (c) reactance-focused (d) self-conscious (e) task-focused __11. The cognitive foundation underlying personal empowerment is: (a) high enculturation. (b) high reactance. (c) high self-efficacy. (d) high self-esteem. (e) optimistic attributional style. __12. As one person watches a peer perform incompetently and verbalize distress, the observer comes to believe, “If she can’t do it, what makes me think I can?” The observer’s self-efficacy belief has been effected by: (a) personal behavior history. (b) physiological state. (c) verbal empowerment. (d) verbal persuasion. (e) vicarious experience. __13. ____ can be understood by the strength of the individual’s perceived relationship between the person’s behavior and the subsequent outcome. (a) attribution (b) learned helplessness (c) self-efficacy (d) self-regulation

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__14. When one student who doubts his computer skills watches another student cope very well with the demands of a computer, the first student’s efficacy expectation rises. The student’s increased efficacy expectation was due to the influence of: (a) outcome feedback. (b) personal behavior history. (c) social contagion. (d) verbal persuasion. (e) vicarious experience. __15. Strong self-efficacy beliefs are associated with all of the following, except: (a) altering attributions from external to internal. (b) allowing problem-solving to remain task-focused and thinking to remain efficient rather than erratic. (c) predicting how much effort a performer exerts in the face of adversity. (d) quieting doubt during failure or rejection. __16. For a person with little self-efficacy and much self-doubt, task difficulties and setbacks usually open the door to the experience of: (a) a mix between confusion and increased resolve that makes performance ambivalent. (b) confusion and anxiety that spiral performance toward disaster. (c) increased determination to do well during a second encounter with the task. (d) resolve to improve performance or do better the next time. __17. What has been the typical empirical finding in the self-efficacy literature in which people with extreme fear and doubt undergo therapy-like conditions to enhance their coping abilities? (a) mostly disappointing, as the therapy rarely works (b) mostly encouraging, as the therapy works in most domains __18. You might hear a person who is experiencing learned helplessness saying each of the following quotes, except: (a) “If feel low; depressed.” (b) “I failed, but it wasn’t my fault.” (c) “No matter why I tried, nothing seemed to work.” (d) “Why try?”

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__19. In the second phase of the Seligman and Maier (1967) experiment with dogs in the shuttle box, dogs in the _____ condition(s) during phase 1 of the experiment were able to learn how to escape the shock. (a) aversive shock (b) escapable shock (c) inescapable shock (d) high shock (e) none of the above __20. Helplessness is: (a) caused by the failure to construct pre-performance implementation intentions. (b) dependent on self-efficacy (c) innate (d) learned (e) unconscious __21. The psychological meaning of failure for a mastery-oriented individual is: (a) “I am incompetent.” (b) “I guess I’m not very good at this particular task.” (c) “I should be able to succeed, but this task is just too hard for me to figure out.” (d) “The more I fail, the harder I need to try.” (e) “The task is uncontrollable.” __22. The differential reaction to failure shown by a mastery-oriented versus a helplessoriented individual is most pronounced and obvious during tasks that are: (a) challenging but the person still manages to do well on that task. (b) difficult and hard to control (c) easy (d) problems with one clear right answer. (e) problems that are open-ended and do not have a clear single right answer. __23. ___ refers to the actual, objective relationship between a person’s behavior and the environment’s outcomes. (a) Behavior (b) Cognition (c) Contingency (d) Helplessness (e) Mastery motivation __24. In the learned helplessness experiments with human beings as subjects, what stimulus is typically used to deliver the aversive, traumatic event? (a) cold water (b) electric shock (c) hot room temperature (d) noise (e) social isolation

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__25. In learned helplessness experiments with human beings, the verbalization of "so why try" is the prototypical expression of the _____ deficit. (a) affective (b) cognitive (c) emotional (d) motivational __26. In the face of an uncontrollable event, a person who copes actively and expresses assertive emotions such as frustration and anger is showing a _____ effect to that event. (a) displacement (b) helpless (c) hopeless, but not helpless (d) reactance (e) regressive __27. During failure feedback, mastery-oriented individuals generally focus on: (a) their bad luck. (b) how much they would benefit from assistance, such as coaching or social support. (c) how they can remedy the failure. (d) their low ability. __28. In addressing the question whether learned helplessness deficits occur because of uncontrollability or unpredictability, the text concludes that: (a) outcome controllability is more important than outcome predictability. (b) outcome predictability is just as important as outcome controllability. (c) outcome predictability is more important than outcome controllability. __29. Who is the most susceptible to the illusion of control phenomenon? (a) depressives in situations that allow high or very high actual control (b) depressives in situations that allow little or no actual control (c) non-depressives in situations that allow high or very high actual control (d) non-depressives in situations that allow little or no actual control __30. In their studies in which participants judged how much control they had in a low control situation, Alloy and Abramson concluded that: (a) depressives made accurate judgments of control while non-depressives overestimated their control. (b) depressives overestimated their control while non-depressives made accurate judgments of control. (c) depressives underestimated their control while non-depressives made accurate judgments about their control. (d) both depressives and non-depressives made accurate judgments about their control. __31. When people suffer motivational, cognitive, and emotional deficits following repeated experience with uncontrollable outcomes, they are likely to experience: (a) learned helplessness. (b) learned laziness. (c) low self-efficacy.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

(d)

reactance.

__32. A ___ is the personal tendency to explain why bad events happen to the self by using attributions that are unstable and controllable. (a) depression-prone explanatory style (b) helpless explanatory style (c) optimistic explanatory style (d) pessimistic explanatory style (e) personality-based explanatory style __33. In his study with undergraduates solving anagrams, Mikulincer found that an exposure to one unsolvable anagram produced a(n) _____ effect while exposure to four unsolvable problems produced a(n) _____ effect. (a) helpless, reactance (b) immediate helplessness, delayed helplessness (c) immediate reactance, delayed reactance (d) reactance, helpless __34. A ___ refers to a hardy, resistant portrayal of the self during encounters with failure. (a) fundamental attribution style (b) fundamental motivational orientation (c) mastery motivational orientation (d) reactance motivational orientation __35. According to Dweck and Repucci (1973), helpless-oriented children tend to quit in the face of failure because they tend to make _____ attributions to explain their failures. (a) high ability (b) low ability (c) high effort (d) low effort __36. Pessimistic explanatory style has been linked to: (a) academic failure. (b) defeat in presidential elections. (c) health status. (d) social distress. (e) all of the above.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__37. The illusion of control is an attributional phenomenon that, over time, fosters: (a) a pessimistic explanatory style. (b) an optimistic explanatory style. (c) depression. (d) learned helplessness. __38. From an attributional perspective, both learned helplessness and depression have the same common cause, which is: (a) pessimistic explanatory style. (b) psychological reactance. (c) self-serving bias. (d) the illusion of control. (e) the fundamental attribution error. __39. In the study of hope, pathway thinking is associated with: (a) different types of explanatory style. (b) intrinsic motivation. (c) mastery motivation. (d) psychological reactance. (e) self-efficacy. __40. Hope emerges out of a two-part cognitive motivational system involving: (a) goal-setting and implementation intentions. (b) helplessness and reactance. (c) helplessness and mastery motivation. (d) self-efficacy and intrinsic motivation. (e) self-efficacy and mastery motivation. __41. The integration of self-efficacy and perceived control beliefs that one can attain desired goals leads to the psychological experience of: (a) intrinsic motivation. (b) explanatory style. (c) hope. (d) reactance. (e) surgency.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Answers to Multiple Choice Questions Chapter 9 Personal Control Beliefs Multiple-Choice Test Questions 1.

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Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Short-Essay Test Questions 1.

Define an efficacy expectation. Provide one example of an efficacy expectation. List any two determinants of an efficacy expectation.

Define an outcome expectation. Provide one example of an outcome expectation. List any two determinants of an outcome expectation.

Identify the differences between efficacy expectations and outcome expectations.

Explain the important role that self-efficacy beliefs play in affecting the choices we make and the persistence we show on difficult tasks.

Self-efficacy and the psychological need for competence are not interchangeable constructs. Explain how these two motivational constructs can be differentiated from one another.

6. Outline what an expert model would do step-by-step in implementing a masterymodeling program so to empower anxious novices to become confident masters of a particular task. 7.

Imagine trying to promote personal empowerment in an athlete. Use self-efficacy theory to provide two specific ways/strategies to promote personal empowerment in the athlete.

For a person who was so plagued by doubt during social interaction that he avoided social interactions, what therapy tactics would self-efficacy research recommend to boost his self-efficacy?

What causes learned helplessness? Identify the three deficits that typically accompany the experience of helplessness?

10.

Learned helplessness theory relies on the components of contingency, cognition, and behavior to explain the motivational dynamics underlying helplessness. Explain what these three components mean and provide an illustrative example of each component.

11.

Learned helplessness effects do not occur because of perceived failure. What evidence can you review to support the book's claim that passivity follows the perception of uncontrollability rather than the perception of failure.

12.

Discuss the similarities and differences between learned helplessness and unipolar depression.

13.

Discuss the differences between depressed and nondepressed individuals in making estimates of how much control they have over a situation.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

14.

Outline the 2-phase experimental procedure for a typical learned helplessness experiment.

15.

Sometimes people react to an uncontrollable life event with apathy and listlessness (i.e., learned helplessness); other times people react to the same uncontrollable event with assertiveness and hostility (i.e., reactance). Identify and discuss the critical variable that predicts whether people react with helplessness or reactance.

16.

What is explanatory style? Explain why a pessimistic explanatory style negatively affects physical health and academic performance.

17.

Attribution research shows that people do not always develop helplessness after learning that there is little they can do about an uncontrollable event. Use attribution theory to explain when people do versus do not develop helplessness in the face of an uncontrollable event.

18.

A baseball player is in a slump. He explains his recent failures in a way that is consistent with a pessimistic explanatory style. Provide an example of what the coach might say in the effort to reverse the helplessness.

19.

Explain the role of both self-efficacy and mastery motivation in the psychological experience of hope.

20.

Explain the role of agency thinking and pathway thinking in the psychological experience of hope.

21.

Explain why people with high hope are more able than people with low hope to generate the motivational support they need to overcome a difficult life challenge (e.g., graduate from school, overcome a cancer diagnosis).

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Chapter 10

The Self and Its Strivings

Chapter Outline The Self The Problem with Self-Esteem Self-Concept Self-Schemas Motivational Properties of Self-Schemas Consistent Self Why People Self-Verify Possible Selves Cognitive Dissonance Identity Roles Identity-Confirming Behaviors Identity-Restoring Behaviors Agency Self as Action and Development from Within Self-Concordance Self-Regulation Self-Regulation: Forethought through Reflection Developing More Competent Self-Regulation

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Problem of the Day What is the self? What does it strive for? Is the following a constructive advice or motto, “Start with your master, finish with yourself.”

Activities Pick an activity in which you will be able to identity one or two student volunteers who are experts and one or two student volunteers are novices (e.g., musical instrument, athlete, stock market investor). Ask both students (or small group of students) these three questions: 1. Before a performance, what do you think about? How do you prepare? 2. During a performance, what do you pay attention to? 3. What do you think about during your post-performance reflection, if anything? Use the students responses to introduce Zimmerman’s forethought-performance-reflection model of self-regulation. The experts will communicate rich self-regulation while the novices will communicate a notable absence of forethought, self-control, and reflection.

Discussion Questions Theory 1.

What is “the self”? Define “the self”. What does it strive for?

Does the process of internalization allow the agentic self to grow and develop, or does the process of internalization simply constrain and limit its freedom?

Which of the following two statements sounds more true to you: a. People are rational and logical information processors. b. People are rationalizers and too biased to process information logically.

Why do people put forth greater effort and succeed more often in their pursuit of selfconcordant rather than self-discordant goals?

Application 1.

In feedback from friends, do people generally prefer to receive self-verification or self-enhancement feedback? Why do they prefer one over the other?

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Which do people seek out and prefer to receive—true and honest self-verifying feedback (even if it involves criticism) or favorable and uplifting self-enhancing feedback (even if it involves a bit of a white lie).

Do people select their friends based on their willingness to provide self-verification feedback (i.e., selective interaction)?

Write down a belief about yourself that you consider to be an important element within your self-definition (e.g., athlete, introvert, romantic). In what ways do you publicly communicate that self-definition to others? How could you convince a stranger that this belief represents the real you? What would you do?

Consider a recent choice you made. Did you experience any “post-decision regret”? Did you appreciate your chosen alternative; did you depreciate your rejected alternative?

Consider a recent experience in which you put forth a great deal of effort in an activity. Did you experience any post-effort positive shift in attitude or liking toward the activity? If so, explain why.

When you experience cognitive dissonance (e.g., littering, telling a white lie), what does it feel like in terms of motivation and emotion? Put the experience into words (pain? psychological distress? physiological distress?)?

Suppose you are a counselor at a summer camp for delinquent pre-teenage boys who lack any occupational aspirations and exhibit antisocial interaction styles. You are having a meeting to brainstorm how to use the possible selves literature to provide these boys with an expanded view of their future selves? What could you do? Would doing this be a good idea or a bad idea?

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Multiple-Choice Test Questions __ 1. The textbook identifies four problems that take center stage in the motivational struggles of the self. Which one of the following is not one of the self’s motivational struggles? (a) Defining or creating the self (b) Discovering and developing personal potential (c) Increasing self-esteem (d) Managing or regulating the self (e) Relating the self to society __ 2. Which of the following is not consider a core dimension of psychological well being? (a) autonomy (b) environmental mastery (a) purpose in life (b) self-acceptance (c) self-consistency __ 3. The book argues that the self has four fundamental motivational tasks to pursue and solve. Which of the following is not one of those tasks? (a) define and create the self (self-concept) (b) discover and develop the self’s potential (agency) (c) increase and maintain self-esteem (self-esteem) (d) relate the self to society (identity) __ 4. The problem with placing too much emphasis on self-esteem in a motivational analysis of behavior is that: (a) no programs yet exist to show how self-esteem can be increased. (b) self-esteem is too difficult to measure to be treated as a scientific construct. (c) self-esteem changes and varies too much with situational events. (d) there are almost no findings that self-esteem causes anything at all. __ 5. Defining or creating the self shows how ___ energizes and directs behavior. (a) agency (b) identity (c) self-concept (d) self-esteem (e) self-regulation __ 6. Relating the self to society shows how ___ energizes and directs behavior. (a) agency (b) identity (c) self-concept (d) self-esteem (e) self-regulation

__ 7. Discovering and developing the potential of the self shows how ___ energizes and directs

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

behavior. (a) agency (b) identity (c) self-concept (d) self-esteem (e) self-regulation __ 8. Managing the self shows how ___ energizes and directs behavior. (a) agency (b) identity (c) self-concept (d) self-esteem (e) self-regulation __ 9. Which of the following statements regarding self-esteem is most true? (a) High self-esteem causes high subsequent achievement/performance. (b) People with low self-esteem are significantly more prone to aggression and acts of violence than are people with high self-esteem. (c) Self-esteem is a bi-product of life satisfactions, triumphs, and positive relationships. (d) all of the above __10. _____ are cognitive generalizations about the self that are domain specific and learned from past experience. (a) Ego identity statuses (b) Fundamental sentiments (c) Possible selves (d) Self-schemas __11. The self-concept is: (a) a collection of domain-specific self-schemas. (b) a reservoir of psychological needs, including autonomy, competence, and relatedness. (c) a reflection of the person’s interpersonal relationships. (d) an unconscious process based in ego-based concerns and motives. __12. _____ selves, which motivate goal-directed behavior, are the imagined selves a person would eventually like to become. (a) Actual (b) Consistent (c) Ought to (d) Possible (e) Schematic

__13. A _____ represents the present state of the self-concept, whereas a _____ represents the future, desired state of the self-concept. (a) possible self, self-schema (b) self-schema, ought-to self

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

self-schema, possible self self-striving, possible self

__14. The motivational role of possible selves is to: (a) increase self-efficacy to provide an intrapsychic context to overcome self-doubt. (b) increase the person's positive emotional states. (c) increase the person's self-esteem. (d) provide a goal to strive to attain. __15. Research finds that high self-esteem persons choose to interact with people who evaluate them positively, while low self-esteem persons choose to interact with people who evaluate them negatively. This shows that, generally speaking, (a) high self-esteem people are vulnerable to the illusion of control. (b) low self-esteem people are vulnerable to a self-verification crisis. (c) people choose to interact with people who are similar to themselves. (d) people choose to interact with people who treat them in a way that they want to be treated. __16. According to Swann, when people receive discrepant (inconsistent) self-concept information, a predictable set of questions arises. Which of the following is not one of those questions? (a) Is the information important, or relevant, to me? (b) Is the information valid? (c) Is the source of the information trustworthy? (d) Is this the same information I have heard before? __17. When a person receives potent social feedback that disconfirms his or her preexisting self-conception, what variable determines whether the person will or will not experience a change in self-concept? (a) self-concept certainty (b) whether self-esteem is positive or negative (c) whether the self-concept is positive or negative (d) whether the social feedback is positive or negative __18. Which of the following events combine to instigate the self-verification process: (a) mildly self-discrepant feedback combined with low self-concept certainty. (b) mildly self-discrepant feedback combined with moderate self-concept certainty. (c) strongly self-discrepant feedback combined with low self-concept certainty. (d) strongly self-discrepant feedback combined with moderate self-concept certainty. __19. In understanding the conditions under which a person’s self-view (or self-concept) changes, which of the following statements is most true? (a) given self-discrepant feedback, self-concept change is the exception not the rule. (b) given self discrepant feedback, self-verification is routine—the expected process. (c) self-concept certainty must be low. (d) self-discrepant feedback must be potent and unambiguous. (e) all of the above

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__20. ___ and ___ are two processes inherent within agency that guide on-going motivation and development with the first process expanding the complexity of the self and the second process synthesizing that complexity into a coherent sense of self. (a) Differentiation, integration (b) Integration, differentiation (c) Dissonance, self-verification (d) Self-verification, dissonance (e) Self-concept, self-schema (f) Self-schema, self-concept __21. Agency within the self emanates primarily from: (a) cognitive beliefs such as self-schemas. (b) innate psychological needs. (c) negative emotions such as shame. (d) positive emotions such as pride. (e) social interaction opportunities. __22. ____ describes the process through which the self expands and elaborates itself into an ever-increasing complexity. (a) Differentiation (b) Dissonance (c) Identity (d) Integration (e) Verification __23. Intrinsic motivation and the psychological needs of autonomy and competence are inseparably associated with the self's: (a) agency. (b) domain-specific self-schemas. (c) identity. (d) self-concept. __24. ____ expands and elaborates the self into an ever-increasing level of complexity, while _____ synthesizes that emerging complexity into a coherent whole. (a) Differentiation, integration (b) Ego motivation, id motivation (c) Id motivation, ego motivation (d) Integration, differentiation

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__25. Which of the following cognitive theories of motivation begins with the following assumption, "Human beings dislike inconsistency and therefore strive for consistency among their mental structures?" (a) cognitive dissonance theory (b) corrective motivation theory (c) goal-setting theory (d) learned helplessness theory (e) reactance theory __26. The experience of cognitive dissonance is psychologically aversive. To reduce dissonance, people often: (a) add a dissonant belief (b) add a new consonant belief (c) decrease the importance of a consonant belief (d) increase the importance of a dissonant belief __27. Cognitive dissonance theory predicts that once a difficult choice between equally attractive alternatives is made, people experience: (a) counter-reaction balancing. (b) effort justification. (c) insufficient justification. (d) mental gymnastics. (e) postdecision regret. __28. The initiation rituals in groups such as the military, fraternities, and athletic teams increase liking from their group members. Initiation rituals increase liking by capitalizing on what dissonance-arousing process? (a) choice (b) effort justification (c) insufficient justification (d) new information (e) post-decision regret __29. Bem's self-perception theory challenged the basic tenet of cognitive dissonance theory by arguing that: (a) cognition-behavior consistencies produce both positive and negative emotions. (b) cognition-behavior inconsistencies do not necessarily produce an aversive motivational state. (c) cognition-behavior inconsistencies only rarely produce the attributional search necessary to generate dissonance arousal. (d) cognition-behavior inconsistencies rarely occur, except in the laboratory.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__30. Self-perception theory is more applicable to situations in which people's attitudes are initially _____, while cognitive dissonance theory is more applicable to situations in which people's attitudes are initially _____. (a) clear, salient, and strong; vague, ambiguous, and weak (b) negative, positive (c) positive, negative (d) vague, ambiguous, and weak; clear, salient, and strong __31. According to the self-concordant model, when people attain a self-concordant goal, they experience high: (a) need satisfaction. (b) relationship involvement. (c) self-consistency. (d) self-verification. __32. Attaining ____ goals provides the person with psychological nutriments that create needsatisfying experiences and positive well being. (a) self-concordant (b) self-consistent (c) self-dissonant (d) self-releasing (e) self-schema __33. Self-concordance refers to a sense of ____ that people have regarding their goals and strivings. (a) confidence (b) longevity (c) ownership (d) positivity (e) tension __34. The biggest difference between a self-concordant goal and a self-discordant goal is that a self-concordant goal: (a) is easier to attain. (b) is harder to attain. (c) reflects interests and core values. (d) reflects greater extrinsic motivation. (e) reflects lower cognitive dissonance and emotional upset. (f) reflects higher cognitive dissonance and emotional upset. __35. According to empirical research, the more people organize their personal strivings around ____ themes, the more positive their long-term well-being is likely to be. (a) achievement (b) autonomy, competence, and relatedness strivings (c) power (d) preventing psychological and physical illness __36. Analyses of people’s goals and personal strivings suggests that subjective well-being is:

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

(a) (b) (c) (d)

about adopting an equal ratio of performance-approach and performance-avoidance goals. more about what one accomplishes in life rather than what one actually strives after. what one consciously and intentionally tries to do rather than what is unconscious. what one is striving for than about what one actually attains.

__37. The meta-cognitive monitoring of one’s goal striving and planning within the overall goal-setting process is called: (a) achievement motivation. (b) corrective motivation. (c) implementation intentions (d) self-concept consistency (e) self-regulation __38. Which of the following is a critical key to developing competent self-regulation? (a) advice and admonition to “visualize success” (b) high levels of cognitive dissonance (c) mixture of mastery, performance-approach, and performance-avoidance goals (d) observation and imitation of an expert model. __39. According to the study of effective self-regulation, people can acquire, develop, and master complex skills quickly and masterfully if they have: (a) advice and admonition to “visualize success” (b) high levels of cognitive dissonance (c) mixture of mastery, performance-approach, and performance-avoidance goals (d) opportunities to observe and imitate an expert model. __40. The textbook uses the ancient Chinese phrase, “Start with your master, finish with yourself”, to illustrate how people develop competence with which motivational struggle of the self? (a) Defining or creating the self (b) Discovering and developing personal potential (c) Increasing self-esteem (d) Managing or regulating the self (e) Relating the self to society

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Answers to Multiple Choice Questions Chapter 10 The Self and Its Strivings

Multiple-Choice Test Questions 1.

11.

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Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Short-Essay Test Questions 1.

The textbook argues that the self faces four core fundamental motivational struggles. Name and briefly discuss each of those four motivational struggles of the self.

The textbook argues that high self-esteem should not be the focus of a motivational analysis of behavior. If not, then which other aspects of self-functioning explain motivation better than does self-esteem? Explain.

The textbook argues that high self-esteem should not be the focus of a motivational analysis of behavior. Explain why increasing self-esteem is not the royal road to high motivation.

List and briefly elaborate (with one sentence) on any four (of the 6) aspects of psychological well being discussed in the chapter’s opening section.

Briefly identify the motivational significance of each of the following four self-related terms: agency, identity, self-concept, and self-regulation.

Explain how self-schemas energize and direct behavior.

Explain from where self-schemas come. Also, explain how self-schemas motivate action.

Explain how possible selves energize and direct behavior.

Discuss the role that selective interaction plays in maintaining a consistent self-view.

10.

Discuss the role self-concept certainty plays in changing (or not) a person’s self-concept.

11.

What is a difference between a personal striving and a goal?

12.

Explain how one of the two following situations produces cognitive dissonance in the individual--the act of making a choice, or effort justification.

13.

Identify the four ways a dissonance-suffering individual can reduce felt dissonance. Provide an illustrative example of each way.

14.

Discuss how and when choice gives rise to cognitive dissonance (or post-decision regret).

15.

Explain how the processes of differentiation and integration work together to guide ongoing development and motivation.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

16.

Explain the motivational implications of the agency-based phrase, “self as action and development from within.”

17.

Describe the self-concordant model. Discuss how self-concordant goals generate effort, need-satisfying experiences, and changes in psychological well-being.

18.

What do the concepts of intrinsic motivation, extrinsic motivation, introjected regulation, and identified regulation have to do with self-concordant goal strivings?

19.

Explain how accomplishing one’s self-concordant goals acts allows the person to set even more self-concordant goals in the future.

20.

Outline the social learning process that underlies the development of more competent self-regulation within the overall goal-setting process.

21.

Explain what the expert self-regulated learner is thinking about and monitoring during each of the three phases of self-regulation—namely, forethought, performance, and self-reflection.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Chapter 11

NATURE OF EMOTION: FIVE PERENNIAL QUESTIONS

Chapter Outline Five Questions What Is an Emotion? Definition of Emotion Relationship Between Emotion and Motivation What Causes an Emotion? Biology Versus Cognition Two-Systems View Chicken-and-Egg Problem Comprehensive Biology-Cognition Model How Many Emotions Are There? Biological Perspective Cognitive Perspective Reconciliation of the Numbers Issue Basic Emotions What Good Are the Emotions? Coping Functions Social Functions Why We Have Emotions What Is the Difference Between Emotion and Mood? Everyday Mood Positive Affect

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Problem of the Day How many emotions are there? What good are the emotions?

Activities Take any one emotion that you are especially interested in (e.g., anger, joy). Identify everything important about that emotion—where it comes from (significant life events; antecedent conditions), which appraisals underlie it, how it express itself on the face, and the outcomes associated with that emotion.

Arrange students in groups of four. Ask each member of the 4-person group to think carefully about one of the following four emotions: Person 1: fear Person 2: anger Person 3: sadness Person 4: interest Ask person 1 to go first and answer the three questions below for fear. Then, ask person 2 to answer the same set of questions for anger. Continue the same procedure for person 3 (sadness) and person 4 (interest): • Is the emotion largely innate and biological, or largely acquired and cognitive? • Is the emotion associated with a unique, distinct, and readily identifiable facial expression? • Is the emotion associated with a unique and distinct physiological response (e.g., heart rate)?

Write the following three Remote Associates Test (RAT) problems on the board: Guy, owl, man, ___ (wise) Soul, busy, guard, ___ (body) Athletes, web, rabbit, ___ (foot) Write the three words followed by a blank line in which students are asked to enter a fourth word that is associated with the first three words. Give students 1 or 2 minutes to generate answers (with no sharing of answers). Next, tell a couple of light-hearted jokes (e.g., “What did the ocean say to the beach? Nothing, it just waved.”), or show a couple of humorous cartoons on an overhead (e.g., Far Side-like cartoons). Write the following four RAT problems on the board: Mower, atomic, foreign, ___ (power) Widow, board, cat, ___ (black) Arrow, laced, narrow, ___ (straight) Club, gown, mare, ___ (night)

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Give students 1 or 2 minutes to generate answers (again, with no talking, and with no feedback from the first two problems–so to minimize a practice effect). Do students solve more RAT problems after a positive affect induction (and therefore greater creativity)? If so, why?

Discussion Questions Theory 1.

Emotions provide an on-going readout of the status of a person’s ever-changing motivational states? Explain.

Do emotions emanate mostly from biological or from cognitive sources? 100% emotion = ___ % biological origins + ___ % cognitive origins. Explain.

When emotion researchers say that emotion is biologically-caused, what bodily (biological, physiological, anatomical) events produce and maintain emotion?

When emotion researchers say that emotion is cognitively-caused, what mental (appraisals, knowledge, attributions) events produce and maintain emotion?

How many emotions are there? On what basis do you answer this question?

How much truth is there in the following pair of statements: “Functionally, there is no such thing as a “bad” emotion—all emotions are good.” “The presence of an emotion will always allow the person to function better and more appropriately in a given situation than will the absence of that emotion.”

What good are the emotions (in terms of benefits to the person)?

What is the difference between an emotion and a mood?

Application 1.

Name one functional benefit–one positive aspect–of the sadness/distress emotion.

Why do people smile?

Is it possible to fall in love with a person who expresses little or no emotion?

How could you induce positive affect in another person? What benefits might arise from doing so?

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Multiple-Choice Test Questions __ 1. In Buddhist thought (Dalai Lama), which are the three most destructive emotions? (a) anger, greed, lust (b) craving, agitation, and hatred (c) fear, anger, and greed (d) love, hate, and fear (e) sadness, guilt, and shame __ 2. Which of the following is not one of the four core components of emotion? (a) bodily arousal (b) feelings (c) sense of purpose (d) significant life event (e) social-expressive __ 3. The ____ component of emotion gives emotion its communicative aspect. (a) bodily arousal (b) feelings (c) sense of purpose (d) significant life event (e) social-expressive __ 4. The ____ component of emotion gives emotion its cognitive or mental aspect. (a) bodily arousal (b) feelings (c) sense of purpose (d) significant life event (e) social-expressive __ 5. When sad, a person is motivated to take the action necessary to overcome or reverse the sense of failure or separation just experienced. This motivational aspect of the sadness emotion illustrates which component of the sadness emotional experience? (a) bodily arousal (b) feelings (c) sense of purpose (d) significant life event (e) social-expressive

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__ 6. In the debate over whether emotions are caused primarily by biology or primarily by cognitions, some argue that the debate is a chicken-and-egg quandary, which means that: (a) biology is the cause of emotion, while cognition is the after-effect. (b) cognition is the cause of emotion, while biology is the after-effect. (c) emotion is a complex interactive chain of events. (d) emotion intensifies over time to the point that the original cause of the emotion is not important to knowing the emotion’s eventual end-state. (e) emotion researchers do not know what causes a particular emotion. __ 7. According to a biological view of emotion, about how many different emotions are there? (a) two—love and hate (or life and death) (b) a small number—between 2 and 10 (c) 25—as represented by the 5 x 5 emotion grid (d) an almost limitless number __ 8. According to a cognitive view of emotion, about how many different emotions are there? (a) two—love and hate (or life and death) (b) a small number—between 2 and 10 (c) 25—as represented by the 5 x 5 emotion grid (d) an almost limitless number __ 9. In considering how motivation and emotion relate to one another, which of the following statements is most accurate? (a) emotions function as one type of motive. (b) emotions and motivation are so similar that it makes sense to treat them as synonyms. (c) motivation is more sensitive to changes in the environment, while emotion is more sensitive to changes in the person (d) motivational states act as an on-going readout about the person’s emotional experience. __10. Which of the following group of theorists would be most likely agree with this statement: "Emotions emanate from subcortical processing and may or may not include cortical involvement." (a) biological emotion researchers only (b) cognitive emotion researchers only (c) both biological and cognitive emotion researchers (d) neither biological nor cognitive emotion researchers

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__11. Which of the following group of theorists would most likely agree with this statement: "Before emotion can occur, a person engages in a meaning interpretation of the event to evaluate is importance or relevance to personal well-being." (a) biological emotion researchers only (b) cognitive emotion researchers only (c) both biological and cognitive emotion researchers (d) neither biological nor cognitive emotion researchers __12. Which of the following is not taken as evidence that emotions are biologically-generated events? (a) Emotions are often difficult to verbalize. (b) Emotions occur in infants and children. (c) Electrical stimulation of the brain can cause an emotional reaction. (d) Separate neurological structures can be identified for emotions and cognitions. __13. Which of the following is not taken as evidence that emotions are biologically-generated events? (a) emotions so often arise from social interaction opportunities (b) emotions sometimes occur automatically and involuntarily (c) very rapid onset (d) we sometimes act emotionally even before we are aware of our emotional experience __14. In Buck's two-system view of emotion, the biological system is relatively _____ in human beings' evolutionary history while the cognitive system is relatively _____. (a) important, unimportant (b) unimportant, important (c) ancient, new (d) new, ancient __15. According to Plutchik's analysis of emotion, which of the following does not contribute to the cauldron of experience that causes emotion? (a) arousal (b) cognition (c) facial expressions (d) feelings (e) social roles __16. According to Buck's proposition that emotions are the read out of motivational states, motives energize and direct behavior while emotions: (a) also energize and direct behavior, but in much more potent fashion than do motives. (b) channel undirected behavior into goal-directed behavior. (c) facilitate or inhibit that behavior. (d) all of the above

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__17. In the discussion on the cognition vs. biology debate on emotion, the textbook concludes that: (a) more evidence supports the biological view. (b) more evidence supports the cognitive view. (c) neither view is correct, and emotion research needs a third view. (d) both views are correct, but they emphasize different aspects of the emotion process. __18. Which of the following statements is most accurate? (a) Contemporary emotion research largely discounts the biological and cognitive approaches and instead focuses on a social-cultural approach. (b) The biological approach provides a better, more accurate, perspective on understanding emotion than does the cognitive approach. (c) The cognitive approach provides a better, more accurate, perspective on understanding emotion than does the biological approach. (d) Together, the cognitive and biological approaches provide a comprehensive picture of the emotion process. __19. Which of the following is not a criteria researchers use to identify an emotion as a basic emotion? (a) It arises from the same circumstances for all people. (b) It evokes a distinctive physiological patterned response. (c) It is expressed more frequently by adults than by infants and children. (d) It is expressed uniquely and distinctively, as through a facial expression. (e) It is innate, rather than acquired through experience. __20. The most important single theme that emerges from Plutchik's chicken-and-egg analysis of the cause of emotion is: (a) biological determinants are primarily, but not exclusively, responsible for emotion. (b) cognitions do not directly cause emotions any more than biological events do. (c) cognitive determinants are primarily, but not exclusively, responsible for emotion. __21. ____ motivates defensive behavior. It acts as a warning signal to forthcoming harm. (a) anger (b) disgust (c) distress (sadness) (d) fear (e) interest (f) joy (happiness)

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__22. ____ arises from restraint, as in the case of having one’s plans and goals interfered with by some outside force. (a) anger (b) disgust (c) distress (sadness) (d) fear (e) interest (f) joy (happiness) __23. The function of ____ is rejection—to reject some aspect of the environment. (a) anger (b) disgust (c) distress (sadness) (d) fear (e) interest (f) joy (happiness) __24. ____ is the most negative, aversive emotion. It motivates the person to do whatever it takes to get ride of some troubling set of circumstances. (a) anger (b) disgust (c) distress (sadness) (d) fear (e) interest (f) joy (happiness) __25. ____ is the most prevalent emotion in day-to-day functioning. (a) anger (b) disgust (c) distress (sadness) (d) fear (e) interest (f) joy (happiness) __26. When a beneficial event related to our needs and well-being is anticipated, we feel ____. (a) achievement (b) anxiety (c) interest (d) love (e) the two contrasting emotions of pride and fear

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__27. The principal antecedent of _____ is physical and psychological restraint or interference, as in the experience that a situation is “not what it should be.” (a) anger (b) disgust (c) distress or sadness (d) fear (e) interest (f) joy or happiness __28. According to the text, _____ is potentially the most dangerous emotion, as its functional purpose is to destroy barriers in one's environment. (a) anger (b) disgust (c) distress or sadness (d) fear (e) interest (f) joy or happiness __29. According to the text, _____ is the most negative, aversive emotion. (a) anger (b) disgust (c) distress or sadness (d) fear (e) interest (f) joy or happiness __30. The emotion of _____ facilitates cohesiveness in social groups. (a) anger (b) disgust (c) distress or sadness (d) fear __31. The _____ emotion arises primarily from experiences of separation and failure. (a) anger (b) disgust (c) distress or sadness (d) fear (e) interest (f) joy or happiness

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__32. According to those who study the functions of emotions, which of the following statements is most true? (a) Emotions disrupt and disorganize behavior. (a) Emotions make it difficult for the person to cope optimally with the situation at hand. (c) Emotions undermine people’s cognitive sense of logic and rationality. (d) The functions of some emotions are more important, behaviorally speaking, than are the functions of other emotions. (e) There is no such thing as a “bad” emotion. __33. According to ethologists who study the smile, smiles are mostly _____. (a) communicate our private feelings of joy to others in a public way (b) emotionally motivated (c) occur more frequently with humans than nonhuman animals (d) socially motivated __34. In Kraut and Johnston's study of bowlers, the researchers found that bowlers were much more likely to smile when they _____ than when they _____. (a) made a bad bowling score, made a good bowling score (b) made a good bowling score, made a bad bowling score (c) engaged their friends, made a good bowling score (d) made a good bowling score, engaged their friends __35. Under the influence of positive affect, people are significantly more likely to: (a) donate money to charity. (b) help a stranger in distress. (c) initiate conversations with other people. (d) solve problems in a creative way. (e) all of the above __36. According to Isen, which of the following statements is most true? (a) Negative affect is independent—rather than the opposite—of positive affect. (b) Negative affect is more complex than is positive affect. (c) Positive affect increases helping behavior whereas negative affect does not. (d) People sometimes feel positive and negative affect at the same time. (e) all of the above __37. Which of the following is the best explanation of why positive affect generates so many positive outcomes, like creativity, helping, and sociability? (a) Being in a good mood influences biology, like serotonergic brain pathways. (b) Being in a good mood influences cognition, like memory and judgement. (c) Being in a good mood suppresses negative affect that would otherwise generate negative outcomes. (d) Being in a good mood suppresses negative emotions like fear from rising to a threshold of awareness.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__38. From early in the morning (6:00 am) to late in the evening (midnight), what typically happens to a person’s level of positive affect throughout the course of the day? (a) It starts low and stays low throughout the day. (b) It starts low and rises higher and higher throughout the day. (c) It starts low, rises to a high level at midday and returns to low by the day’s end. (d) It starts high and ends low by the end of the day. (e) It starts high and stays high throughout the day. __39. From early in the morning (6:00 am) to late in the evening (midnight), what typically happens to a person’s level of negative affect throughout the course of the day? (a) It starts low and stays low throughout the day. (b) It starts low and rises higher and higher throughout the day. (c) It starts low, rises to a high level at midday and returns to low by the day’s end. (d) It starts high and ends low by the end of the day. (e) It starts high and stays high throughout the day. __40. Unlike emotions, moods: (a) are situation-specific in that we seem to have a mood for every different situation. (b) emanate from significant life situations and the appraisal of their significance. (c) function mostly to bias cognitions and what the person thinks about. (d) lasts for seconds or perhaps minutes. __41. Compared to people in neutral moods, people who feel good (i.e., experience positive affect): (a) are less competitive and more individualistic. (b) experience greater self-consciousness and care markedly about what others think of their performances. (c) have greater access in memory to happy thoughts and positive memories. (d) provide more detailed answers to solve or answer problems.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Answers to Multiple Choice Questions Chapter 11 Nature of Emotion: Five Perennial Questions

Multiple-Choice Test Questions 1.

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Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Short-Essay Test Questions 1.

Identify the four interrelated dimensions, or components, of emotion. For each dimension, provide a one sentence description or example.

Some see emotions as constructive responses to life situations. Others see emotions as destructive responses to life situations. Outline the basic argument to support both points of view.

Explain why the emotion of fear/terror is the primary motivator rather than the physiological need for air in the following example: A child puts a sweater on over his head, it gets stuck, and the child experiences a moment of air deprivation. He then shows panic-like emotion and coping behavior.

How does emotion occur (i.e., what cause emotion?), according to biologically-oriented emotion theorists.

How does emotion occur (i.e., what cause emotion?), according to cognitively-oriented emotion theorists.

In considering the relationship between motivation and emotion, explain the following phrase: “Emotion is a readout system of underlying motivational states.”

To answer the question, What causes emotion?, Buck provides a two-systems view. Identify these two systems and briefly explain how these two systems cause emotion.

Select one of the six fundamental emotions discussed in the chapter--fear, anger, disgust, sadness, joy, and interest--and outline its (a) situational antecedents, (b) behavioral consequences, (c) function or purpose.

Discuss the "cognition vs. biology" debate in the study of emotion. Outline the cognitive position, and then outline the biological position. Discuss one possible, satisfying resolution to the "cognition vs. biology" debate.

10.

Answer this question, "How many emotions are there?" from both the biological as well as the cognitive perspective on emotion.

11.

What is a basic emotion family? Why is the concept of the basic emotion family important in the effort to answer the question, "How many emotions are there?"

12.

Explain how each of the following emotions contributes to coping effectively with threat and/or harm: fear; sadness; anger; and disgust.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

13.

Consider fear. Explain what causes it; explain its purpose—why it is a beneficial emotion to have; and explain how a highly fearful person is likely to behave.

14.

Consider anger. Explain what causes it; explain its purpose—why it is a beneficial emotion to have; and explain how a highly angry person is likely to behave.

15.

Consider disgust. Explain what causes it; explain its purpose—why it is a beneficial emotion to have; and explain how a highly disgusted person is likely to behave.

16.

Consider sadness. Explain what causes it; explain its purpose—why it is a beneficial emotion to have; and explain how a highly sad person is likely to behave.

17.

Consider joy. Explain what causes it; explain its purpose—why it is a beneficial emotion to have; and explain how a highly joyful person is likely to behave.

18.

Consider interest. Explain what causes it; explain its purpose—why it is a beneficial emotion to have; and explain how a highly interested person is likely to behave.

19.

Explain the role of both interest and joy in the involvement and satisfaction of the individual's motives.

20.

From a biological point of view, about how many different emotions are there? State a number, and explain/justify why you picked that specific number.

21.

From a cognitive point of view, about how many different emotions are there? State a number, and explain/justify why you picked that specific number.

22.

Explain the differences between emotion and mood.

23.

Overview the beneficial consequences of a positive mood state (i.e., positive affect).

24.

Explain the change (the rise and fall of) of both positive affect and negative affect throughout the course of a normal day.

25.

Explain why positive affect facilitates outcomes such as sociability, prosocial behavior, and creativity. That is, through what causal mechanism(s) does feeling good promote these outcomes?

26.

What good are the emotions? Outline the beneficial coping and social functions of the emotions.

27.

Debate or justify the claim that the emotions equip the individual with a specific, efficient response to a problem of physical and social survival.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Chapter 12

Aspects of Emotion

Chapter Outline Biological Aspects of Emotion James-Lange Theory Contemporary Perspective Differential Emotions Theory Facial Feedback Hypothesis Cognitive Aspects of Emotion Appraisal Complex Appraisal Appraisal Process Emotion Knowledge Attributions Social and Cultural Aspects of Emotion Social Interaction Emotional Socialization Managing Emotions

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Problem of the Day Can people voluntarily control their emotions?

Activities Ask one student volunteer at a time (in sequence) to guess which emotion a person is mostly like to experience if he or she makes the following situational appraisal: (a) Experiencing an irrevocable loss. (b) Making progress toward a goal. (c) Wanting what someone else has. (d) Failing to live up to an ego ideal. (Or, just read the appraisal categories off those listed in Figure 12.7). Ask the class to guess what emotion a person is mostly likely to experience if he or she makes the following set of situational appraisals (based on Figure 12.11): (e) The event is bad; it was caused by someone else; and the other person could have preventing the bad event from happening. (Emotion: Anger) (f) The event is good; it was caused by the self; and the self was able to bring a good outcome to pass. (Emotion: Pride)

If you could computer-generate a map of your emotion knowledge (as in Figure 12.10), which emotions would emerge as your most basic emotions? Which emotions of your would be relatively complex and multifaceted and which emotions would be relatively narrowly experienced? What would a diagram of your emotion knowledge looked like? Bring in a stack of popular magazines with colorful pictures of people’s faces showing emotional states (e.g., People magazine). Ask the members of a small group to all look at the same picture and: (a) Identify what emotion seems to be expressed by the person in the picture. (b) Determine how authentically (vs. pretentious) the person is actually experiencing the emotion. (c) Look closely at the major muscles of the face (shown in Figures 12.3 and 12.4) to determine which facial muscles are and are not participating in the authentic and the bogus expressions.

Bring some small mirrors into class. Look closely at Figures 12.3 and 12.4 and see if students can reproduce each of the following six facial expressions: fear, anger, disgust, joy, distress, and interest.

Discussion Questions

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Theory 1.

How valid is the strong version of the facial feedback hypothesis? [i.e., Manipulating one’s facial musculature into a pattern corresponding to an emotion display will activate that emotional experience?]

How valid is the weak version of the facial feedback hypothesis? [i.e., Managing one’s facial musculature into a pattern corresponding to an emotion display will modify the intensity of that emotional experience?]

When people try to control their emotions, do they do anything more than just suppress them?

Does a cognitive appraisal of an event—is it beneficial or harmful to my well-being?—always and necessarily precede the experience of an emotion?

Is “surprise” an emotion? On what basis would you decide?

Application 1.

Can you change your heart rate—increase it or decrease it—simply by moving the muscles of your face in a patterned way, as with expressions that are common to anger, fear, sadness, disgust, and interest?

If you intentionally exaggerated your naturally-occurring facial expressions while watching an emotion-generating movie (e.g., one capable of generating fear, sadness), would you feel relatively intense fear or sadness? If you intentionally suppressed your naturally-occurring facial expressions, would you feel relatively subdued fear or sadness?

Describe an experience in your life in which emotional contagion occurred in which you literally “caught” someone else’s emotional experience and experienced it as your own.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Multiple-Choice Test Questions __ 1. Which of the following sequence of events best reflects the James-Lange theory of emotion? (a) I see a dog, I appraise the situation as harmful, I feel fear, my heart races. (b) I see a dog, I feel fear, relief replaces fear, relief fades away. (c) I see a dog, I feel fear, my heart races. (a) I see a dog, my heart raced, I feel fear. __ 2. Which of the following is not a valid criticism of the James-Lange theory of emotion? (a) Different patterns of bodily arousal produce different emotional states. (b) People experience emotion even after surgery makes it impossible for the brain to monitor visceral activities. (c) People experience emotion faster than the body's physiological reactions can produce them. (d) Stimulant drugs do not seem to cause specific emotional reactions. __ 3. The finding that heart rate and skin temperature increase for one emotion (e.g., anger) but change very little for other emotions (e.g., disgust) is an important finding because it ____ of emotion. (a) supports the James-Lange theory (b) refutes the James-Lange theory (c) supports Cannon's criticism of the James-Lange theory (d) refutes Cannon's criticism of the James-Lange theory __ 4. The person who experiences an increase in heart rate and a decrease in skin temperature is probably feeling which emotion? (a) anger (b) disgust (c) fear (d) guilt (e) love __ 5. Differential emotions theory takes its name from its emphasis on basic emotions serving unique, or different: (a) mood states (b) motivational purposes (c) patterns of antecedent conditions (d) relations to social interaction (e) ways or patterns of thinking

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__ 6. The purpose of the cross-cultural investigations that tested whether human beings display similar facial expressions of emotion regardless of cultural/national differences was to demonstrate: (a) facial behavior has an innate, unlearned component. (b) facial behavior has a learned, voluntary component. (c) some cultures express positive emotions clearly but negative emotions only vaguely. (d) some cultures are more emotionally expressive than are other cultures. __ 7. According to the facial feedback hypothesis, facial feedback does one thing, which is: (a) emotion activation. (b) emotion balancing. (c) emotion cueing. (d) emotion filtering. (e) emotion patterning. __ 8. According to Tomkins, which of the following emotions is not activated by an increased rate of neural firing? (a) anger (b) fear (c) interest (d) surprise __ 9. According to Tomkins, which of the following emotions is activated by a decreased rate of neural firing? (a) disgust (b) distress (c) embarrassment (d) joy __10. The facial feedback hypothesis _____. (a) asserts that emotion arises from proprioceptive feedback from facial behavior (b) explains how infants communicate their feelings and thoughts to adult caregivers (c) has been shown to be false (d) is a cognitive theory of emotion __11. The _____ muscle(s) lie beneath the eyebrows. (a) corrugators (b) depressor (c) frontalis (d) quadratus labii inferioris (e) zygomaticus

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__12. When you blink or squint your eyes, which of the following muscles is activated? (a) corrugators (b) depressors (c) orbicularis oculi (d) orbicularis oris (e) zygomaticus __13. According to research on the weak version of the facial feedback hypothesis, which of the following conclusions is most valid? (a) Exaggerating facial feedback can exaggerate an emotional reaction. (b) Suppressing facial feedback can suppress an emotional reaction. (c) The contribution of facial feedback to emotional experience is small, relative to other factors. (d) all of the above __14. Izard’s Differential Emotions theory gets its name from the observation that all emotions: (a) are blends of basic, or differential, micro-experiences. (b) can be arranged in a hierarchy according to their hedonic tone. (c) can be arranged in a hierarchy according to their capacity to motivate action. (d) can be differentiated from feelings and moods. (e) serve a unique, or different, function __15. Which facial expression of emotion is described: corrugators drawn in and down; orbicularis oris presses lips firmly together. (a) anger (b) disgust (c) fear (d) interest (e) joy (f) sadness __16. Which facial expression of emotion is described: nasalis wrinkles the nose; zygomaticus raises the cheeks; orbicularis oris raises the upper lip. (a) anger (b) disgust (c) fear (d) interest (e) joy __17. All cognitive emotion theorists endorse the position that: (a) emotion activation arises from a felt tendency to approach or avoid the stimulus event. (b) emotion activation arises from the combination of cognitive and biological events. (c) the appraisal, not the stimulus event itself, causes emotion. (d) the stimulus event, not the appraisal, causes emotion. __18. Which of the following sequence of events best describes Arnold’s appraisal view of emotion?

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

(a) (b) (c) (d)

action → emotion → appraisal appraisal → emotion → action emotion → action → appraisal emotion → appraisal → action

__19. Which one of the following best represents Lazarus’ concept of primary appraisal? (a) Can I cope with this situation? (b) Is this event a personal threat? (c) What was the outcome—a success or a failure? (d) What will happen next? (e) Why did I succeed at this task? __20. Lazarus’ theory of emotion is a cognitive-motivational-relational one. What does it mean to say that the theory is relational? Relational means that emotion arises from one’s relationship: (a) with on-going motivational states. (b) with other people. (c) with the significant people in one’s life. (d) to environmental threats and benefits. __21. In a cognitive view of emotion, which of the following statements is most true? (a) Appraisals cause feelings, and feelings cause emotions. (b) Appraisals of environmental events cause emotion. (c) Emotions cause appraisals. (d) Life outcomes cause emotions. (e) Situational events cause emotions. __22. The appraisal, "Is this situation relevant to my well-being?", constitutes a _____ appraisal. (a) outcome-driven (b) primary (c) reflected (d) secondary (e) tertiary __23. According to Lazarus, a _____ appraisal, which occurs immediately following stimulus exposure, involves an estimate of whether one has anything at stake in the stimulus encounter. (a) primary (b) secondary (c) tertiary (d) outcome-driven (e) reflected __24. According to Lazarus, a _____ appraisal, which occurs after some reflection, involves an estimate of whether one can do anything to cope with a potential stressor. (a) primary (b) secondary (c) tertiary (d) outcome-driven

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

(e)

reflected

__25. According to Lazarus’ theory of emotion, the primary appraisal of failing to live up to an ego ideal leads in a reliable way to the emotional experience of: (a) anger (b) disgust (c) jealousy (d) sadness (e) shame __26. Which of the following events prompts the individual to make a secondary appraisal of a potentially stressful event? (a) coping responses (b) parasympathetic nervous system activation (c) perception of the stimulus event (d) primary appraisal (e) sympathetic nervous system activation __27. _____ follow(s) secondary appraisals. (a) Coping responses (b) Parasympathetic nervous system activation (c) Perception of the stimulus event (d) Primary appraisal (e) Sympathetic nervous system activation __28. A _____ involves both a cognitive search through available coping options as well as a prediction of whether each option will or will not be successful in managing the stressor. (a) cognitive disruption (b) coping response (c) emotional disruption (d) primary appraisal (e) secondary appraisal __29. What did Lazarus' view of emotion add to Arnold's? (a) The idea that cognitive appraisals play at least as important a role as does physiological reaction. (b) The idea that each discrete emotion involves its own unique appraisal. (c) The idea that emotion is a unitary phenomenon. (d) The idea that the physiological and cognitive systems interact to produce emotion. (e) all of the above __30. According to appraisal theories, which emotion would a person experience following these four appraisals of an emotional situation: An important goal was at stake; the goal was lost; another person blocked my goal attainment; and the loss was undeserved/illegitimate? (a) anger (b) disgust (c) distress, or sadness (d) hate

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

(e)

jealousy

__31. According to appraisal theories, which emotion would a person experience following these three appraisals of an emotional situation: An important goal was at stake; the goal was attained; the self was the causal agent in bring the positive outcome to fruition? (a) gratitude (b) hope (c) liking (d) pride (e) surprise __32. In Weiner's attributional analysis of emotion, the immediate consequence of an outcome is an outcome-dependent emotional response, which Weiner calls a _____ of the outcome. (a) causal analysis (b) retrospective analysis (c) primary appraisal (d) secondary appraisal __33. According to the text, _____ affords people the ability to appraise situations with high discrimination and to respond with a vast array of situationally-appropriate emotional reactions. (a) a positive mood (b) attribution (c) cognitive complexity (d) emotion knowledge (e) neural activation __34. The number of different emotions a person can distinguish within his or her own experience is called: (a) appraisal. (b) attribution of emotion. (c) emotion knowledge. (d) emotional complexity. (e) person-emotion development. __35. According to an attributional analysis of emotion, attributing a negative outcome to an external and controllable cause generates the emotional reaction of: (a) anger. (b) fear. (c) guilt. (d) pity. (e) shame. __36. According to an attributional analysis of emotion, attributing a negative outcome to an external and uncontrollable cause generates the emotional reaction of: (a) anger. (b) fear. (c) guilt.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

(d) (e)

pity. shame.

__37. What is the most important contribution that Weiner's attributional analysis makes to the study of emotion? (a) Cognitive appraisals play at least as important a role as does physiological reaction. (b) Emotion is a motivational phenomenon. (c) People can experience different emotions to the same outcome. (d) The physiological and cognitive systems interact to produce emotion. (e) all of the above __38. For people in China ____ is a basic emotion. (a) agony (b) isolation (c) sentimentality (d) shame (e) zeal __39. Which of the following is true in considering the basic emotions of people in China? (a) Anger is a positive emotion (b) Fear in a positive emotion (c) Happiness is a negative emotion (d) Jealousy is a positive emotion (e) Love is a negative emotion __40. During emotional socialization, an adult tells a child, "Louis, I see you are throwing a temper tantrum; boy-o-boy, you must be mad, really mad." This socialization experience exemplifies the passing along of: (a) emotion control. (b) emotion knowledge. (c) expression duping. (d) expression management. __41. When a person automatically mimics another’s emotional expression and begins to synchronize his or her own emotion with the other’s in terms of expression, vocalization, postures, and movements, what emotional phenomena has occurred? (a) Emotional contagion (b) Emotional contact (c) Emotional reversal (d) Emotional sociology (e) Socially shared cognition __42. Learning to manage one’s private, spontaneous emotions and feelings in a situationallyadaptive, publically-scripted, and socially desirable way is referred to as: (a) Emotional contagion (b) Emotional contact (c) Emotion management (d) Emotional reversal

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

(e)

Emotional sociology

__43. The most frequent source of a person’s day-to-day emotion is: (a) external sources of information that conflict with one’s prior beliefs. (b) other people (c) success-failure outcomes (d) unconscious memories (e) weather-related events

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Answers to Multiple Choice Questions Chapter 12 Aspects of Emotion

Multiple-Choice Test Questions

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Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Short-Essay Test Questions 1.

Summarize the James-Lange theory of emotion. Summarize the criticisms or arguments against the James-Lange theory of emotion.

Explain why (explain on what basis) differential emotions theory lists these particular 10 emotions as the 10 core discrete emotions—interest, joy, surprise, fear, anger, disgust, distress, contempt, shame, and guilt.

State the facial feedback hypothesis in both its strong and weak versions.

What conclusions can be offered from the empirical evidence obtained from tests of the strong and weak versions of the facial feedback hypothesis?

Consider either the strong or weak version of the facial feedback hypothesis. Describe both the typical research study to test that version of the facial feedback hypothesis as well as the pattern of results typically found.

Explain emotion activation as a function of changes in the rate of neural firing in the cortex. What pattern of neural firing activates each of the following six emotions--anger, distress, fear, interest, joy, and surprise?

Discuss the experimental methodology of the studies designed to test the proposition that human beings display similar facial expressions of emotion regardless of differences in cultural background (i.e., cross-cultural studies of emotion facial expressions).

Can we voluntarily control our emotions? After taking a position of either yes or no, defend your answer.

Define and differentiate between Lazarus’ two constructs of primary appraisal and secondary appraisal.

10.

Lazarus' theory of emotion is a cognitive-motivational-relational theory. Explain what each of these three terms means.

11.

Outline Lazarus’ appraisal theory of emotion. In doing so, use each of the following four terms in your answer: life event, primary appraisal, secondary appraisal, and autonomic nervous system arousal.

12.

Consider anger. Explain the origins of the anger emotion first according to Lazarus's appraisal-based theory of emotion and then according to Weiner's attribution-based theory of emotion.

13.

Explain why an appraisal decision tree (e.g., Figure 12.9) will never be able to predict specific ensuing emotions 100% of the time.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

14.

What is emotional knowledge? Explain why emotional knowledge is an important construct in the cognitive perspective on emotion.

15.

What is emotion knowledge? How do individuals develop emotion knowledge? How does an ever more sophisticated emotion knowledge benefit the person?

16.

Summarize Weiner's attributional theory of emotion. Start with an outcome and conclude your answer by explaining how a person experiences specific emotions like pride and anger.

17.

Explain the role attributions play in the emotions of pride, gratitude, hope, anger, pity, guilt, and shame.

18.

Using the concept of emotional contagion, explain how the emotions of one person can generate that same emotional experience in another person such that the second person “catches” the emotion expressed by the first person.

19.

What is the social sharing of emotion? What happens during the social sharing of emotion? Why does this experience "pay off" for the person who is sharing the emotion?

20.

Using love as an illustration, explain how different cultures (U.S. and China) might experience the same emotion differently.

21.

Provide a brief example for each of the following three means of socializing emotions in others: emotion knowledge, expression management, emotion control.

22.

Describe the process through which either medical students, hairstylists, or airline attendants manage their emotions. How do they learn to divorce themselves from their spontaneous emotional reactions and instead show only managed emotions?

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Chapter 13

Personality Characteristics

Chapter Outline Individual Differences in Happiness, Arousal, and Control Happiness Extraversion and Happiness Neuroticism and Suffering Extraverts Are Generally Happy, Neurotics Are Generally Unhappy Arousal Performance and Emotion Insufficient Stimulation and Underarousal Excessive Stimulation and Overarousal Credibility of the Inverted-U Hypothesis Sensation Seeking Affect Intensity Control Perceived Control Desire for Control

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Problem of the Day Are you happy? Do you know why? Are you unhappy? Do you know why?

Activities Consider these two questions. First, how do you anticipate that you would react in terms of happiness if you were to win a huge lottery prize? What would be your level or intensity of happiness that day? 1 week later? 1 month later? 1 year later? 20 years later? Second, how do you anticipate that you would react in terms of unhappiness if you were to suffer a physically debilitating injury, as through an accident? What would be your level or intensity of unhappiness that day? 1 week later? 1 month later? 1 year later? 20 years later? Once students answer these questions, relate their estimates to the empirical findings summarized in the text on pages 369-370.

Rate your emotional state yesterday hour-by-hour as affectively stable, affectively intense, or inbetween (neutral), using a chart/handout such as the following:

1 Worried/ Anxious

3 Neutral

5 Happy/ Joyful

7:00AM 8:00AM 9:00AM 10:00AM …. 10:00PM 11:00PM

After participants place a check mark corresponding to each hour, discuss the extent to which people’s (a) mean mood score and (b) extent of variability in mood throughout the day was mostly a function of what happened or mostly a function of personality (affect intensity)?

Discussion Questions

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Theory 1.

Are extraverts and introverts born (through genetics) or made (through experience and learning)?

Explain the interrelationship between the following four terms: Extraversion; Behavioral Activating System (BAS); positive emotion; and approach behavior.

Explain the interrelationship between the following four terms: Neuroticism; Behavioral Inhibition System (BIS); negative emotion; and avoidance behavior.

How much of the reason people engage in (or avoid) behaviors like riding motorcycles, taking illicit drugs, gambling, and engaging in promiscuous sex is ___% sensation-seeking personality + ___ % the situational/cultural cues. Does this equation generalize across domains: drugs, sex, motorcycles, gambling?

How much of your perception of control resides in you versus in the environment: 100% of perceived control = ___ % my subjective beliefs + ___ % objective environmental contingencies. Does this equation generalize across different domains: academics, relationships, work, sports?

When an individual high in the desire for control seeks to establish control, name one benefit and one cost you can expect to observe. When an individual high in the desire for control seeks to regain lost control, name one benefit and one cost can expect to observe.

Application 1.

Debate why the following statement would be generally true or generally false, Most people are happy, and this is true almost irrespective of their life circumstances.

Do people have a happiness set point? Is this set point determined by individual differences in extraversion-introversion?

Do people have an unhappiness set point? Is this set point determined by individual differences in neuroticism?

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Multiple-Choice Test Questions __ 1. Typologies—a person is, for instance, either an introvert or an extravert—categorize people as one type of personality or the other. The textbook’s conclusion on the validity of typologies is that they are: (a) accurate and useful. (b) accurate and useful for some personality characteristics but inaccurate for others. (c) accurate and useful for children and youth but misleading for adults. (d) misleading, as most people harbor a moderate amount of any given personality characteristic. __ 2. Which of the following statements is true? (a) Introverts are at least as happy as extraverts, if not more so. (b) Most people are happy, and this is true almost irrespective of life circumstances. (c) People in social occupations are happier than are people in nonsocial occupations. (d) The more money (wealth) people have, the happier they are, generally speaking. __ 3. Which of the following statements is not true? (a) Activating the Behavioral Activating System (BAS) explains who experiences negative emotion (unhappiness). (b) Extraverts are happier than are introverts. (c) Neurotics are unhappier than are non-neurotics. (d) Who is happy and who is unhappy can be predicted reliably from personality characteristics. __ 4. Why are extraverts generally happier than are introverts? It is because extraverts are: (a) less sensitive to negative feelings and to signals of punishment. (b) more sensitive to positive feelings and to signals of reward. (c) more likely to gain control over life situations that would otherwise be stressful. (d) psychologically stronger and hardier than introverts. __ 5. The happiness set point can be explained by individual differences in: (a) Extraversion. (b) Intelligence. (c) Neuroticism. (d) Perceived control. (e) Type A behavior pattern. __ 6. The unhappiness set point can be explained by individual differences in: (a) Extraversion. (b) Introversion. (c) Neuroticism. (d) Perceived control. (e) Type A behavior pattern. __ 7. Compared to introverts, extraverts are more: (a) assertive.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

(b) (c) (d) (e)

conscientious. emotionally stable. hostile. open to experience.

__ 8. Extraverts are happier than introverts in terms of ___ well-being, but extraverts are not necessarily happier than introverts in terms of ___ well-being. (a) Conscious, preconscious (b) Preconscious, conscious (c) Eudaimonic, hedonic (d) Hedonic, eudaimonic (e) Positive, social (f) Social, positive __ 9. Neuroticism is to ____ as extraversion is to ____. (a) happiness, suffering (b) suffering, happiness (c) overstimulation, understimulation (d) understimulation, overstimulation __10. The personality characteristic to explain individual differences in “Who is unhappy?” is: (a) extraversion (b) introversion. (c) neuroticism. (d) perceived control. (e) type A behavior pattern. __11. The motivational function of the Behavioral Activating System (BAS) is to energize: (a) acetylcholine in the neocortex. (b) an attention-getting stress response. (c) approach-oriented, goal-directed behavior. (d) avoidance-oriented, goal-directed behavior. (e) coping behavior to exert control over the environment. __12. The motivational function of the Behavioral Inhibition System (BIS) is to energize: (a) acetylcholine in the neocortex. (b) an attention-getting stress response. (c) approach-oriented, goal-directed behavior. (d) avoidance-oriented, goal-directed behavior. (e) coping behavior to exert control over the environment.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__13. _____ is a hypothetical construct representing the cortical, behavioral, and autonomic mechanisms that govern alertness, wakefulness, and activation. (a) Arousal (b) Cognition (c) Drive (d) Regulation __14. According to the book, arousal level is mostly a function of how _____ the environment is. (a) educational (b) friendly (c) predictable (d) punishing (e) stimulating __15. According to the inverted-U curve, a _____ level of arousal coincides with the experience of pleasure. (a) low (b) moderate (c) high (d) all of the above __16. Studies on the effects of sensory deprivation on psychological processes showed that exposure to a rigidly monotonous environment led participants to report: (a) blank periods in which they could think of nothing. (b) having difficulty with even the simplest of mathematical problems. (c) seeing hallucinations. (d) all of the above __17. Studies on the effects of sensory deprivation on affect (emotion) showed that exposure to a rigidly monotonous environment made participants unusually: (a) angry. (b) disgusted. (c) fearful. (d) irritable. (e) sad. __18. The study with students taking vocabulary tests under conditions of (1) pressure vs. no pressure and (2) caffeine vs. no caffeine supports the credibility of the inverted-U hypothesis because it shows: (a) how arousal effects performance. (b) that the inverted-U curve applies to everyday arousing events. (c) the means by which situationally-induced arousal decreases performance. (d) the means by which situationally-induced arousal increases performance. __19. Overstimulating, stressful environments instigate all of the following types of disruption, except: (a) cognitive (e.g., confusion).

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

(b) (c) (d)

emotional (e.g., anxiety). physiological (e.g., blood pressure). social (e.g., conformity pressures).

__20. If the following five people walked into a room, which of the five is going to be the most sensitive to the potentially rewarding aspects of the environment in that room? (a) an extravert (b) an introvert (c) a highly conscientious individual (d) a neurotic (e) a person with high perceived control __21. If the following five people walked into a room, which of the five is going to be the most sensitive to the potentially punishing aspects of the environment in that room? (a) an extravert (b) an introvert (c) a highly conscientious individual (d) a neurotic (e) a person with high perceived control __22. _____ is a personality trait defined by the seeking of varied, novel, complex, and intense sensations and experiences and the willingness to take physical, social, legal, and financial risks for the sake of such experiences. (a) Affect intensity (b) Desire for control (c) Extraversion (d) Introversion (e) Sensation seeking __23. Are sensation seekers more likely than sensation avoiders to engage in drug usage, alcohol consumption, gambling, vandalism, and deviance? (a) No (b) Yes (c) Yes, for drug usage, alcohol consumption, and gambling, but no for vandalism and deviance __24. Which reason(s) best explains why sensation seekers might be attracted to drug usage? (a) Drugs can provide a means of escape from boredom. (b) Drugs can provide a new experience, such as a hallucination. (c) Drugs can release the person from inhibitions against risky behavior. (d) all of the above __25. Psychopharmacological studies have shown that sensation seekers have significantly lower levels of _____ than do sensation-avoiders. (a) brain lateralization hormones (b) catecholamines (c) endorphins (d) MAO inhibitors

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__26. _____ is defined in terms of the strength with which individuals typically experience their emotions. (a) Affect intensity (b) Desire for control (c) Extraversion (d) Introversion (e) Sensation seeking __27. Compared to affect stable individuals, affect intense individuals react: (a) essentially the same to good events but overly negatively to bad events. (b) overly negative to both good and bad events. (c) overly positive to both good and bad events. (d) overly positive to good events and overly negative to bad events. (e) overly positive to good events but essentially the same to bad events. __28. Affect intense and affect stable individuals are most likely to use _____ to regulate their level of arousal. (a) behavioral activity (b) emotional reactions (c) sensory stimulation (d) social interaction __29. ___ is(are) a necessary forerunner for constructing beliefs about one’s competence, efficacy, and ability. (a) Desire for cognition (b) Empathy (c) Introversion (d) Perceived control beliefs (e) Risk-taking __30. Perceived control beliefs predict: (a) extent of positive affect experienced during social interaction. (b) how much effort and engagement a person is willing to exert in a potentially controllable situation. (c) how well people manage their emotions in ambiguous situations. (d) level of arousal a person experiences in a potentially controllable situation.

__31. Burger gave persons either high or low in the desire for control (DC) insoluble puzzles and observed how long they persisted. As predicted, high DC individuals persisted longer than did low DC individuals. Why? (a) High DC individuals wanted the experimenter's approval more. (b) High DC individuals wanted the extrinsic incentive more. (c) High DC individuals were less willing to admit they had encountered a task that was beyond their personal control. (d) Low DC individuals felt a "learned helplessness" and gave up on the puzzles quicker.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__32. In a learned helplessness experiment with a series of harsh, uncontrollable, and unpredictable noise blasts, how did high and low desire for control individuals differ? (a) High DC individuals performed significantly better. (b) Low DC individuals performed significantly better. (c) High DC individuals reported a greater depression. (d) Low DC individuals reported a greater depression. __33. People are generally motivated to pursue events such as good grades, promotions at work, and successful relationships. When some barrier like high task difficulty separates the person from such attractive outcomes, individual differences in ___ intervene to explain when and why people put forth the effort necessary to control their fate. (a) causality orientation (b) desire for control (c) illusion of control (d) personal orientations (e) self-concept certainty

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Answers to Multiple Choice Questions Chapter 13 Personality Characteristics

Multiple-Choice Test Questions 1.

11.

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Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Short-Essay Test Questions 1.

Explain this sentence: Some people are happier than are others, and personality characteristics explain who is happy and who is unhappy.

Discuss the following sentence: Happiness is as much in our genes and personality as it is in the events in our lives.

What evidence exists for the following statement: People seem to have a happiness set point.

Explain the interrelationship between the following four terms: Extraversion; Behavioral Activating System (BAS); positive emotion; and approach behavior.

Explain the interrelationship between the following four terms: Neuroticism; Behavioral Inhibition System (BIS); negative emotion; and avoidance behavior.

Define "arousal". Explain how the inverted-U curve relates to experiences of pleasure and aversion.

Summarize the psychological and motivational consequences of being (a) underaroused for an extended period of time and (b) overaroused for an extended period of time.

Explain why the sensation seeker personality characteristic expresses itself in the search for new experience, such as sex and drug experience.

Explain how affect intense and affect stable individuals use emotional reactions to regulate their day-to-day level of arousal.

10.

From a developmental point of view, describe the quality of the relationship parents provide to their children when parents nurture strong and resilient perceived control beliefs in their children.

11.

Outline the self-confirming cycle among perceived control beliefs, task engagement, and performance outcomes.

12.

Outline the different pattern of engagement shown by people with high perceived control beliefs and people with low perceived control beliefs when tasks are highly challenging and difficult.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

13.

Outline what high desire for control individuals do as they seek to establish control. Provide one example of this attempt to establish control.

14.

Outline what high desire for control individuals do as they seek to regain lost control. Provide one example of this attempt to regain lost control.

15.

Summarize the advantages and liabilities of the high desire for control individual in achievement-related situations in terms of the following: aspiration level, response to challenge, persistence, and attributions.

16.

Use the example of crowding to discuss how a person high in the desire for control reacts to low control situations.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Chapter 14

Unconscious Motivation

Chapter Outline Psychodynamic Perspective Psychoanalytic Becomes Psychodynamic Dual-Instinct Theory Drive or Wish? Contemporary Psychodynamic Theory The Unconscious Freudian Unconscious Adaptive Unconscious Implicit Motivation Subliminal Motivation Psychodynamics Repression Suppression Do the Id and Ego Actually Exist? Ego Psychology Ego Development Ego Defense Ego Strength Object Relations Theory Criticisms

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Problem of the Day Does human motivation emanates mostly from conscious or from unconscious sources? 100% motivation = ___ % conscious origins + ___ % unconscious origins. Would the percentages change if we replaced “motivation” with “thoughts” or “desires?” 100% thought = ___ % conscious origins + ___ % unconscious origins. 100% desire = ___ % conscious origins + ___ % unconscious origins.

Activities Begin a brief group discussion to get the sense of whether group members mostly agree or mostly disagree with the following statement: “The ability to stop a thought is beyond the human mind.” Then, have each person select one of the following to provide an example and outcome for: Person 1: Can people intentionally not think about something? Person 2: Can people intentionally not do something? Person 3: Can people intentionally not want something? Person 4: Can people intentionally not remember something? Lastly, explain how a person might successfully suppress a thought, action, desire, or memory.

Have a group discussion in which each person defines and provides/identifies an example of one of the following four defense mechanisms: Person 1: Fantasy Person 2: Identification Person 3: Reaction Formation Person 4: Sublimation For each defense mechanism, in a second round of group discussion, discuss the extent to which these defense mechanisms help the individual: • keep anxiety at bay • cope effectively • grow in maturity.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Discussion Questions Theory 1.

Would you mostly agree or mostly disagree with the following statement: “The mind is an arena, a sort of tumbling-ground, for the struggle of antagonistic impulses.” Why?

Psychoanalysis' view of human nature is relatively deterministic and pessimistic. In what ways is psychoanalysis deterministic? In what ways is it pessimistic?

What is the difference between “psychoanalysis” and “psychodynamics”?

Do the id and ego personality structures actually exist within the human brain? What is the argument for and the argument against their actual, physical existence?

A mature, strong ego manifests itself in the following two ways: •

Ego defense: resilient defense mechanisms that allow it to cope successfully with the inevitable anxieties of life.

•

Ego effectance: a sense of competence that provides a generative capacity to seek out and master optimal challenges and to develop new skills.

Provides examples and analyses of these ego strengths.

Application 1.

If someone rationalizes a behavior, such as being late for an appointment (traffic was so bad) or forgetting a birthday (I’m so busy at work), what are the tell-tale signs that such an excuse is a defense mechanism rather than simply the undistorted truth of the matter?

To what extent do our childhood representations of our caretakers persist into adulthood and affect how we interact with others?

How central are our mental models of others (“what men/women are like”) in determining the quality and fate (e.g., separation, divorce) of our intimate relationships?

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Multiple-Choice Test Questions __ 1. A person’s habitual, learned manner of defense against anxiety is called: (a) aggression. (b) identification. (c) object relations. (d) personality. (e) sublimation. __ 2. The subject matter of psychoanalysis is: (a) how relatively weak needs are replaced by relatively strong needs. (b) identifying and understanding social realities rather than social facades. (c) organismic valuation processes. (d) the promotion and actualization of mental health. (e) the unconscious. __ 3. In psychoanalysis, the mental clashing of forces of “will vs. counterwill” and “force vs. counterforce” is known as: (a) catharsis. (b) psychodynamics. (c) the pathogenic secret. (d) the posthypnotic suggestion. __ 4. The goal of psychoanalytic therapy has always been to: (a) allow unconscious, rather than conscious, mental forces to regulate motivation, emotion, behavior, and social interaction. (b) promote and understand the actualization of the human potential. (c) silence unconscious mental processes so to free the human mind to act rationally. (d) understand the confusing activities of the unconscious so to free the ego to deal effectively with reality. __ 5. When Sigmund Freud first defined psychodynamics, his central concept was: (a) fantasy. (b) identity. (c) repression. (d) sublimation. (e) the limbic system. __ 6. The conclusion that much of mental life is unconscious is largely accepted as: (a) false (b) true (c) true for mammals (including humans) but false for non-mammals. (d) true for non-mammals but false for mammals (including humans).

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__ 7. Which of the following is not a core principle that organizes contemporary psychodynamic theory: (a) Healthy development involves moving from an immature personality to a mature personality. (b) Mental processes operate in parallel with one another. (c) Mental representations of self and others form in childhood and guide later social motivations and relationships. (d) Much of mental life in unconscious. (e) Therapy works when the therapist discovers, understands, and removes the client’s unconscious childhood traumas. __ 8. The ___ runs on automatic pilot as it carries out countless computations and innumerable adjustments during acts such as driving a car and playing the piano. (a) adaptive unconscious (b) Freudian unconscious (c) implicit motivation (d) the primary process (e) the secondary process __ 9. ___ describes motivational processes that are difficult to articulate or measure, linked to emotional experiences, and orient people to attend automatically to environmental events that have emotional associations. (a) Adaptive unconscious (b) Freudian unconscious (c) Implicit motivation (d) The primary process (e) The secondary process __10. One manifestation of the Eros (instincts for life) is _____, while one manifestation of the Thanatos (instincts for death) is _____. (a) affiliation, gambling (b) hope, aggression (c) hope, prejudice (d) sex, tickling (e) sex, thumbsucking __11. According to Freud, the largest and most important motivational component of the human personality is the: (a) conscious. (b) preconscious. (c) unconscious. (d) all components are equally important.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__12. Motivational and emotional processes frequently operate in parallel with one another such that people commonly want and fear the same thing at the same time. This statement describes: (a) ego developmental trajectories. (b) objects relations theory. (c) psychodynamics. (d) the in moratorium process. (e) the preconscious mental life. __13. Which developmental sequence accurately describes mature ego development that progresses from relatively immature to relatively mature? (a) conformist, conscientious, impulsive, self-protective, symbiotic (b) impulsive, symbiotic, conformist, self-protective, conscientious (c) impulsive, symbiotic, self-protective, conscientious, conformist (d) symbiotic, impulsive, self-protective, conformist, conscientious __14. The brain structure that corresponds best to id functions and processes is the: (a) hippocampus. (b) limbic system. (c) neocortex. (d) reticular activating system. (e) sensory cortex. __15. The brain structure that corresponds best to ego functions and principles is the: (a) hippocampus. (b) limbic system. (c) neocortex. (d) reticular activating system. (e) sensory cortex. __16. Consider the dream, “A whole crowd of children—all of her brothers, sisters and cousins—were romping in a field. Suddenly they all grew wings, flew away, and disappeared.” The anxiety-provoking, hidden, and symbolic meaning of the dream as a death wish represents the dream’s: (a) basic hedonic tone. (b) latent content. (c) manifest content. (d) memory consolidating function. (e) underlying survival value.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__17. According to psychoanalytic analysis, the basic purpose of dreaming is a ___ function. (a) memory consolidating (b) neurophysiological venting (c) problem-solving (d) stress-buffering (e) wish venting __18. Research on subliminal processes, such as department store broadcasts of “If you steal, you will get caught” shows that such subliminal marketing messages routinely: (a) fail to influence people’s behavior. (b) fail when presented auditorily but succeed when presented visually. (c) succeed in influencing people’s behavior. (d) succeed in influencing people’s behavior when they are fatigued but not when they are alert. __19. According to the study of psychodynamics, continued suppression of a thought will build up a potent counter-force that drives the unwanted thought toward becoming a(n): (a) defense mechanism. (b) obsession. (c) pararitualization. (d) ritualization. (e) traumatic press on the preconscious mind. __20. _____ refers to the process of forgetting information or an experience by ways that are unconscious, unintentional, and automatic. (a) Automaticity (b) Repression (c) Suppression (d) Transference (e) Wish fulfillment __21. _____ refers to the process of forgetting information or an experience by ways that are conscious, intentional, and deliberate. (a) Automaticity (b) Repression (c) Suppression (d) Transference (e) Wish fulfillment

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__22. Which of the following is the more likely outcome of a smoker's repeated efforts to suppress the thought of smoking a cigarette. (a) Over time, the suppression will give way to repression. (b) The longer the person tries to suppress the thought, the more his or her chances to do so will be increased. (c) The person will be able to suppress the thought, at least for a day or two. (d) The thought will gradually become more and more like an obsession. __23. _____ is an example of an immature defense mechanism and _____ is an example of a mature defense mechanism. (a) Denial, sublimation (b) Denial, fantasy (c) Rationalization, displacement (d) Humor, repression __24. According to Anna Freud, Vaillant, and others, a defense mechanism is mature if it: (a) accepts instinctual energies and channels them into socially acceptable outlets (b) casts disturbing aspects of the self away and therefore reduces anxiety (c) recognizes reality and all the disturbing aspects of the self (d) successfully distorts reality __25. Which of the following is not a tell-tale sign that an anxiety-reducing course of action is a defense mechanism? (a) It functions to deny or distort the person's understanding of reality. (b) It is unconscious rather than deliberate and intellectual. (c) It produces a positive emotional experience. (d) Its use is immediate—almost reflexive—rather than deliberate. __26. Defense mechanisms that are most immature are those in which the individual: (a) blocks external reality or fails to acknowledge it. (b) casts the disturbing aspects of an event away from the self. (c) deals only with the short-term anxiety but not with long-term adjustment problems. (d) reframes the stressor as a harmless, nonthreatening event. __27. Do the id and ego actually exist? (a) No, the id and ego are only symbolic terms. (b) No, the id exist as a physical entity, while the ego does not. (c) No, the ego exist as a physical entity, while the id does not. (d) Yes, the id is the unpleasure center, and the ego is the pleasure center. (e) Yes, the id is the limbic system, and the ego is the neocortex.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__28. An individual's perceived competence in dealing with environmental challenges, demands, and opportunities is _____. The greater this sense of competence is, the stronger the person’s desire to seek out new and challenging interactions with the environment. (a) congruence (b) ego differentiation (c) ego effectance (d) self-actualization (e) sublimation __29. Which one of the following lists of defense mechanisms is correctly arranged from most immature (on left) to most mature (on right)? (a) denial, fantasy, sublimation, projection (b) denial, projection, rationalization, sublimation (c) rationalization, projection, denial, sublimation (d) reaction formation, rationalization, fantasy, projection __30. According to contemporary psychodynamic researchers, the sources of motivation most worthy of empirical investigation and analysis include each of the following, except: (a) ego-based effective motives. (b) environmentally-based reinforcement contingencies. (c) id-based unconscious wishes. (d) relationship-based psychological needs for relatedness. __31. According to objects relations theory, the quality of one’s mental representations of relationships can be characterized by each of the following, except: (a) capacity for emotional involvement. (b) its benevolent vs. malevolent unconscious tone. (c) mutuality of autonomy with others. (d) status as supporting versus interfering with congruence. __32. Research on objects relations theory revolves around understanding the motivational significance of people’s: (a) conscious wish for social status and upward social mobility. (b) physiological need to keep anxiety at bay. (c) psychological need for relatedness with others. (d) unconscious wish for sexual sublimation. __33. ___ theory studies how people satisfy the psychological need for relatedness through the mental representation of, and actual attachments to, other people. (a) Ego identity (b) Object relations (c) Self-enhancement (d) Self-verification (e) Subliminal activation

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__34. Which of the following experiences is central to objects relations theory? (a) goal pursuit (b) growth-seeking (c) the non-Freudian unconscious (d) parental abuse and neglect (e) self-definition of the ego __35. Which of the following individuals is most likely to experience depression? The person with: (a) immature defense mechanisms and nonstressful life circumstances. (b) immature defense mechanisms and stressful life circumstances. (c) mature defense mechanisms and nonstressful life circumstances. (d) mature defense mechanisms and stressful life circumstances. __36. Which of the following represents a criticism or recognized shortcoming of the psychoanalytic study of unconscious motivation? (a) Bad is stronger than good. (b) Feelingism. (c) It is difficult to know what the unconscious really wants. (d) It is a wonderful interpretive device for events that occurred in the past, but is woeful as a predictive device. (e) Unconscious motivation predicts people’s emotions and behavior better than does conscious motivation.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Answers to Multiple Choice Questions Chapter 14 Unconscious Motivation

Multiple-Choice Test Questions 1.

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Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Short-Essay Test Questions 1.

The book portrays psychoanalysis's view of human nature as relatively deterministic and pessimistic. In what ways is psychoanalysis deterministic? In what ways is it pessimistic?

In psychoanalysis the id obeys the pleasure principle, while the ego obeys the reality principle. Describe both the pleasure principle and the reality principle.

Summarize Freud's dual-instinct theory of motivation—his hydraulic theory of motivation in which energies emanate from instinctual drives.

What evidence can you bring to bear in answering the question, “Do the id and ego personality structures actually physically exist?”

Why do contemporary psychoanalysts speak more of psychological wishes than they do of physiological drives (sex, aggression) when explaining motivation?

The book offers two criticisms of a psychoanalytic approach to the study of motivation. Name and briefly discuss these two criticisms.

According to Sigmund Freud, motivation arises from id-based instinctual drives (i.e., Eros and Thanatos). According to the NeoFreudians, motivation can further arise from the ego. Identify and briefly discuss the nature of this ego-based motivation.

Explain the role of the adaptive unconscious in the motivation and regulation of behavior.

Explain the role of implicit motivation in the motivation and regulation of behavior.

10.

Why did the NeoFreudians (Hartmann, White, and Anna Freud) feel the need to expand Freud's view of motivation? What did they emphasize that Freud did not?

11.

Outline the typical psychoanalytic experimental procedure to study thought suppression.

12.

Explain the conditions under which thought suppression produces a rebound effect for the unwanted thought. What can a person do to prevent this rebound effect from becoming an obsession?

13.

According to the book, defense mechanisms such as sublimation are more psychologically healthy than are defense mechanisms such as fantasy. Explain why the former are categorized to be more psychologically healthy than are the latter.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

14.

Briefly describe the ego's means of curbing the id's instinctual drives in each of the five following stages of ego development: symbiotic, impulsive, self-protective, conformist, and conscientious.

15.

What is ego effectance? Explain how effectance motivation enables the ego to initiate and direct behavior in a way that is independent of id energies.

16.

Objects relations theory focuses on how childhood mental representations of one’s caretakers are captured within the child’s personality and persist into adulthood. Describe the nature of the mental representations that persist into adulthood.

17.

In terms of adults’ interpersonal relationships, people with secure mental models of self, others, and relationships experience more positive outcomes than do people with insecure and dysfunctional mental models. Explain why this is so.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Chapter 15

Growth Motivation and Positive Psychology

Chapter Outline Holism and Positive Psychology Holism Positive Psychology Self-Actualization Hierarchy of Human Needs Encouraging Growth Actualizing Tendency Emergence of the Self Conditions of Worth Congruence Fully Functioning Individual Causality Orientations Growth-Seeking Versus Validation-Seeking How Relationships Support the Actualizing Tendency Helping Others Relatedness to Others Freedom to Learn Self-Definition and Social Definition The Problem of Evil Positive Psychology and Growth Optimism Meaning Eudaimonic Well-Being Positive Psychology Therapy Criticisms

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Problem of the Day Do you know a fully functioning individual? What gives you this impression? Do you know someone who consistently adopts a facade when interacting with others? What gives you this impression? In general, does evil reside in human nature or is it a product of a sick culture? 100% evil = ___ % human nature + ___ % environmental engineering.

Activities For this out-of-classroom (homework-like) activity, have students select one of the following four “happiness exercises” from positive psychology therapy to enact: • Gratitude visit. Write and deliver (in person) a letter of gratitude to someone who has been especially kind to you but never really thanked. • Three good things in life. Each day, write down three things that went well and identify the cause of each. • You at your best. Write about a time when you functioned at your best. Reflect on the personal resources that made that functioning possible. • Identify signature strengths. Identify up to five personal signature strengths (from a list such as the one in Table 15.4) and find a way to use each in a new way.

Discussion Questions Theory 1.

The road to self-actualization follows the twin paths of autonomy and openness. What is autonomy? What is openness? Together, how do autonomy and openness promote self-actualization?

Would you say the following qualities are rare or common in interpersonal relationships: warmth, genuineness, empathy, acceptance, and confirmation of the other person’s capacity for self-determination. Why?

What is positive psychology? How it is similar to, and how is it different from, humanistic psychology?

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Application 1.

As a parent raising a child who expresses a somewhat socially undesirable temperament, which option would you recommend: (a) raise the child in his or her natural temperament or (b) raise the child to conform to the more sociallydesirable temperament? Explain/defend your answer.

Name and discuss one behavior a person can engage in to encourage self-actualization.

Do you mostly agree or mostly disagree with the following statement by Rogers: Learning does not follow from teaching. Rather, learning follows having one’s interests identified, facilitated, and supported.

Explain the concepts of growth-seeking and validation-seeking. Explain Maslow’s distinction between growth and deficiency needs. Explain Rogers’ distinction between congruence and incongruence. Explain the concepts of autonomy and control causality orientations. After answering each of these four questions, how some social interactions lead children toward growth-seeking, growth needs, congruence, and an autonomy causality orientation, and explain how other social interactions lead toward validationseeking, deficiency needs, facades, and a control causality orientation.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Multiple-Choice Test Questions __ 1. According to humanistic psychology, the everyday choice to follow one’s inner nature versus follow cultural priorities is not a neutral choice. People generally follow social preferences and priorities because: (a) following social messages predicts adjustment, while following inner guides predicts maladjustment. (b) following social messages corresponds with high interpersonal competence, while following inner guides corresponds with low interpersonal competence. (c) social messages are strong, while inner guides are subtle. (d) social messages are reliable and valid, while inner guides are unreliable and invalid. __ 2. Which theoretical traditions are consistent with a humanistic approach to motivation? (a) behaviorism (b) holism, gestalt psychology, and existentialism (c) incentives, drives, and arousal (d) objectivism and logical positivism (e) all of the above __ 3. Humanistic psychology is mostly about: (a) discovering human potential and encouraging its development. (b) love. (c) resolving psychological conflicts and overcoming psychological addictions. (d) the healthy aspects of the psychological unconscious mind. (e) the scientific study of feelings and perceptions. __ 4. Humanistic psychology is about: (a) discovering human potential and encouraging its development. (b) helping people, especially children and adolescents, learn the conditions of worth as espoused by the society in which they live. (c) helping people fulfill their own personal definition of the “American dream.” (d) helping people internalize societal conditions of worth characterized by a sense of individual perfectionism. (e) understanding human conflict and breaking it down to its individual components for analysis. __ 5. Positive psychology investigates: (a) amotivation. (b) overt measurable behaviors, not subjective experiences. (c) positive subjective experiences, such as creativity. (d) the on-going intrapsychic clashing of mental forces. (e) all of the above

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__ 6. The essential question investigated by those who study positive psychology is: (a) How can unconscious intentions be discovered and then used productively? (b) How long can people live? (c) How many emotions do human beings have? (d) What can be? (e) What is the difference between emotion and mood? __ 7. Compared to people who pursue inner guides like self-actualization, people who devote their lives to the pursuit of the American dream (money, fame, popularity): (a) come from small families (few number of children in the household). (b) have a greater capacity to experience flow. (c) show gains in psychological well being. (d) suffer more psychological distress. __ 8. ___ is an inherent developmental striving. It is a process of leaving behind defenses and moving toward autonomous self-regulation. (a) Identity (b) Internalization (c) Self-actualization (d) Self-esteem (e) Social definition __ 9. ____ is a way of receiving information and feelings such that neither is repressed, ignored, filtered, or distorted by wishes, fears, or past experiences. (a) Empathy (b) Integrative functioning (c) Love (d) Openness (e) Positive psychology __10. In the humanistic tradition, the two fundamental directions for healthy development are: (a) autonomy, heteronomy. (b) autonomy, openness. (c) autonomy, socialization. (d) heteronomy, openness. (e) heteronomy, socialization. __11. Humanistic theorists emphasize that human beings are motivated to: (a) develop their full potential. (b) find ways to merge intimately and completely with another person or with other people. (c) reduce anxiety. (d) resolve unconscious conflicts from childhood that would otherwise undermine self-actualization.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__12. Which of the following is not one of the themes proposed by Maslow’s need hierarchy? (a) Needs arrange themselves in the hierarchy according to potency, or strength. (b) Needs vary in how innate they are, as some are innate and others are learned. (c) Needs in the hierarchy are fulfilled sequentially, from lowest to highest. (d) The lower the need in the hierarchy, the sooner it appears in development. __13. The study of motivation referred to as _____ asserts that a human being is best understood as an integrated, organized whole, rather than as a series of differential parts. (a) behaviorism (b) holism (c) integrationism (d) logical positivism (e) objectivism __14. With which of the following statements would Maslow most likely disagree? (a) Growth needs are relatively weak, fragile needs. (b) Growth needs are stronger in potency than are deficiency needs. (c) Humans possess a number of innate needs. (d) Only about 1% of the population ever reaches self-actualization __15. According to Maslow, deficiency needs: (a) are relatively weak needs, compared to growth needs. (b) constitute the unconscious sources of motivation. (c) dominate consciousness until gratification submerges them. (d) explain little in the study of motivation. __16. Which of the following would Maslow classify to be a "growth" need? (a) belongingness (b) esteem (c) self-actualization (d) all of the above __17. Maslow estimated that _____ percent of the population reached self-actualization. (a) less than 1 (b) about 5 (c) about 10 (d) about 25 (e) about 50 __18. Who wrote the following: "The organism has one basic tendency and striving--to actualize, maintain, and enhance the experiencing self." (a) Anna Freud (b) Sigmund Freud (c) Abraham Maslow (d) Carl Rogers (e) Robert White

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__19. The _____ is an innate capacity to judge for oneself whether a specific experience is growth-promoting or growth-debilitating. (a) congruence process (b) Jonah Complex (c) organismic valuation process (d) self (e) self-actualization tendency __20. As an individual learns from parents and peers what behaviors and characteristics are "good and bad" and "right and wrong," he or she learns _____. (a) characteristics necessary for the emergence of the self (b) conditions for self-actualization (c) conditions of the fully functioning individual (d) conditions of worth (e) the difference between congruence and incongruence __21. Internalization of parental conditions of worth: (a) moves the person away from basic needs such as love and belongingness. (b) moves the person away from the organismic valuation process. (c) moves the person toward becoming a fully functioning individual. (d) produces congruence between the actualizing tendency and the self-actualizing tendency. __22. The following statement describes _____: The individual perceives himself as having characteristics a, b, and c and feelings u, v, and w, but that same person publicly expresses characteristics d, e, and f and feelings x, y, an z. (a) congruence (b) fully functioning individual (c) incongruence (d) self-actualization (e) socialization __23. To socialize children and adolescents, adults sometimes go about the effort to create in children and adolescents “internal compulsions” to do what the adult wants them to do and believe. This socialization strategy is called: (a) conditional regard (b) heteronomous socialization (c) organismic validation (d) unconditional regard (e) value directedness

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__24. The more people strive for validation, the more likely they are to: (a) develop high self-esteem and high self-concept certainty. (b) keep depression at bay, especially in potentially uncontrollable environments. (c) persist at a task with strong effort and with positive emotion. (d) suffer high anxiety during social interaction. __25. Validation-seeking individuals strive to: (a) create opportunities for personal growth, learning, and self-improvement. (b) prove their self-worth, competence, and likeability. (c) reject controlling conditions of worth imposed upon them by parents and society. (d) reject stereotypical identities impose upon them by society. (e) both c and d __26. The ___ a relative insensitivity to inner guides, as individuals prefer to pay closer attention to behavioral incentives, cues, and pressures that exist in the environment. (a) autonomy causality orientation involves (b) congruent personality structure develops (c) control causality orientation involves (d) fully functioning individual develops (e) impersonal causality orientation involves __27. To the extent that people rely on external guides (e.g., social cues, incentives) to initiate and regulate their behavior in a habitual or personality-like way, they have a(n): (a) actualizing tendency (b) autonomy causality orientation (c) control causality orientation (d) self-esteem (e) social anxiety __28. Causality orientations reflect ___ in the personality. (a) conditional regard (b) desire for control (c) identity and/or self-concept (d) internalized social roles (e) self-determination __29. Carl Rogers did not like the term "teacher," because he felt that the only learning that mattered was student-initiated learning. Instead of "teacher," he preferred the term: (a) coach (b) educator (c) facilitator (d) friend (e) instructor (f) partner

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__30. Which of the following themes is not an essential ingredient to humanistic education? (a) Students accept responsibility for initiating their own learning. (b) Students learn cooperatively and in a context of the peer group. (c) The teacher evaluates students' work with guidance and timely feedback. (d) The teacher functions as a structuring agent in an open classroom. __31. The motivation for a person with an autonomy causality orientation revolves around: (a) intrinsic motivation and identified regulation. (b) introjected regulation and identified regulation. (c) extrinsic motivation and intrinsic motivation. (d) extrinsic motivation and introjected regulation. __32. Which motivational phenomenon addresses the following concern: Some people adopt a general orientation that their behavior is caused primarily by inner guides and self-determined forces; others adopt a general orientation that their behavior is caused primarily by social guides and environmental incentives. (a) basic needs and complex needs (b) causality orientations (c) implementation intentions (d) self-actualization (e) self-definition __33. Validation-seeking reflects or grows out of: (a) interpersonal situations to test or measure one’s personal worth. (b) parent-child interactions characterized by a history of conditional regard, even perfectionism. (c) pursuit to restore one’s deficiency needs. (d) the intentional, deliberate pursuit of high self-esteem (e) all of the above __34. _____ individuals accept external definitions that pressure them to identify with stereotypical identities and ways of behaving that are appropriate for their social group. (a) Fully functioning (b) Self-actualizing (c) Self-defined (d) Socially defined __35. The consensus in humanistic thinking about the problem of evil is that evil: (a) can be reversed or healed rather easily, given the existence of warm interpersonal relationships. (b) does not exist. (c) is not inherent in human nature. (d) occurs in both supportive and coercive interpersonal climates.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

__36. When autonomy oriented, people's behavior proceeds: (a) in a carefree way; they prefer to take whatever comes their way--to wing it. (b) partly from a sense of choice and volition but mostly from a sensitivity to and concern over environmental incentives, cues, and pressures. (c) with a close correlation to behavioral incentives, cues, and pressures. (d) with a full sense of choice, volition, freedom, and internal perceived locus of causality. __37. According to the textbook, creating meaning: (a) is a futile (delusional) process. (b) is a socially-transmitted process. (c) is an active, interpretive process. (d) is an inborn, genetic, and largely unconscious process. __38. The fundamental assertion of positive psychology therapy can be summarized as: (a) early childhood trauma blocks the person’s capacity, even willingness, for personal growth. (b) good mental health requires more than the absence of mental illness. (c) to thrive, people need to seek pleasure and the absence of problems (i.e., hedonic well-being). (e) to thrive, people often need to put on rose-colored glasses and see only the good side of life. __39. Victor Frankl’s logotherapy addresses the pursuit of which virtue central to positive psychology? (a) altruism (b) enjoyment (c) flow (d) goal-setting (e) meaning (f) toughness __40. Which one of the following happiness exercises is not a recommended approach to therapy within positive psychology therapy? (a) Identify signature strengths (b) Gratitude visit (c) Quest to avoid the daily mistake (d) Three good things in life (e) You at your best

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Answers to Multiple Choice Questions Chapter 15 Growth Motivation and Positive Psychology

Multiple-Choice Test Questions 1.

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Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Short-Essay Test Questions 1.

What is positive psychology? How it is similar to, and how is it different from, humanistic psychology?

Contrast a top-down holistic approach to motivation study with a bottom-down analytic approach to motivation study.

Describe self-actualization and explain its significance in motivation and growth psychology.

Describe the actualizing tendency and explain its significance in motivation and growth psychology.

Identify any three positive subjective experiences investigated by positive psychology and explain how each contributes positively to the person’s mental well being.

What is the difference between a deficiency need and a growth need? Give one example of each type of need.

Maslow argued that people could not directly bring about peak experience in their lives. If so, explain from where peak experiences come (i.e., identify their antecedents/origins).

According to Rogers, what life events cause an individual to become dissociated from his or her actualizing tendency?

Outline the Rogerian model of the process of moving toward versus moving away from self-actualization.

10.

What are conditions of worth? What role do they play in growth motivation?

11.

What did Rogers mean by the terms congruence and incongruence? How do congruence and incongruence relate to the fully functioning individual?

12.

Illustrate conditional regard as a socialization strategy (e.g., as in parenting) and explain both its origins and effects on the socialized (e.g., the child).

13.

Explain why validation-seeking individuals are more likely than growth-seeking individuals to suffer high anxiety during social interaction.

14.

Explain why autonomy-oriented individuals generally succeed in maintaining their longterm changes in behavior (e.g., weight loss, smoking cessation) whereas control-oriented individuals generally fail to maintain such behavior change over time.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

15.

Contrast the different ways of thinking, feeling, and behaving for the autonomy-oriented and the control-oriented causality orientations.

16.

Summarize Rogers' view on traditional and humanistic models of (American) education.

17.

Debate the validity of any two criticisms against the humanistic approach to motivation study.

18.

Provide the rationale humanists rely on to answer this question in the affirmative: Do we as a society dare trust a person to be self-determining?

19.

From a humanistic point of view, explain how a person develops a malevolent (evil) personality.

20.

Select any one positive subjective experience investigated by positive psychology (e.g., optimism, meaning). Explain how that personal strength: (1) fosters personal growth and well being (2) prevents human sickness (e.g., depression) from taking root in the person’s personality.

21.

Define and differentiate between hedonic well-being and eudaimonic well-being. What does one do to enhance or fulfill eudaimonic well-being?

22.

Illustrate any one happiness exercise inherent within positive psychology therapy—name it, describe what one does, and identify its goal or benefit to the person.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Chapter 16

Conclusion

Chapter Outline Understanding and Applying Motivation Explaining Motivation: Why We Do What We Do Predicting Motivation: Identifying Antecedents Applying Motivation: Solving Problems Motivating Self and Others Motivating Self Motivating Others Feedback on How the Effort to Motivate Self and Others Is Going Designing Motivational Interventions Four Case Studies Four Success Stories Wisdom Gained from a Scientific Study of Motivation and Emotion

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Problem of the Day What has been the single most valuable theoretical insight you gained in this course? What has been the single most valuable practical benefit you gained in this course?

Activities If you were to teach a college level course, "Introduction to human motivation," how would you organize the course content? What are the motivational phenomena and theories that you would prioritize?

Discussion Questions Theory 1.

Ask each student to select one antecedent from the list of 10 listed on page 450 (e.g., hours of deprivation, a standard of excellence). Name a theory that can predict what effect that antecedent condition will have on a person’s motivation.

How insightful versus naive is the following advice about motivating others: “The effort to motivate others is essentially the effort to identify their inner motivational resources and figure out how to support and nurture these resources.”?

How insightful versus naive is the following advice about motivating self and others: “Motivating self and others is not so much a situational event to be solved in the moment as it is a developmental undertaking to build inner motivational resources over time.”?

Application 1.

Identify any one core motivational agent that will be especially important to you as you attempt to motivate yourself in the future.

Identify any one core motivational agent that will be especially important to you as you attempt to motivate other people in the context of your profession/occupation.

For questions 2 and 3 above, Design a brief intervention to promote that motivational agent. Will your brief intervention work? Why?

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Which theory of motivation and emotion is the most appealing to you in terms of real life application? Describe one motivational problem, and then explain why that particular theory helps you understand and solve that problem.

Select one of the 10 motivational strengths listed on pages 450-451. Explain what you could do to promote or strength it, either in yourself or in another person.

Select one of the 10 motivational weaknesses listed on page 451. Explain what you could do to overcome or reverse it, either in yourself or in another person.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Multiple-Choice Test Questions __ 1. Experts in the study of human motivation and emotion are proficient in doing each of the following, except: (a) applying motivational principles to solve practical problems. (b) explaining why people do what they do. (c) predicting in advance how conditions will affect motivation and emotion. (d) reversing psychopathology to quiet people’s motivational and emotional conflicts. __ 2. In the effort to motivate oneself, the textbook suggests paying particularly close attention to: (a) developing high self-esteem. (b) developing inner motivational resources. (c) learning how to transform negative emotions into positive emotions. (d) overcoming a dependent reliance on other people. (e) all of the above __ 3. In the effort to motivate others, the textbook suggests paying particularly close attention to: (a) cultivating high self-esteem in others. (b) offering high-quality interpersonal relationships. (c) transferring negative emotions into positive emotions. (d) traveling widely, such as traveling to another country to gain a cultural perspective. __ 4. The key to motivating the self is the lifelong undertaking to cultivate a reservoir of: (a) activating agents to signal what to do and when to do it. (b) active emotion signals. (c) high self-esteem. (d) productive inner motivational resources. (e) warm memories. __ 5. Which of the following is not one of the prototypical ways that one person reacts to the efforts of another who is trying to motivate him or her? (a) aggressively (b) constructively (c) knowingly (d) passively __ 6. What is the major pitfall to avoid in trying to motivate others? The other person’s: (a) aggressive reactivity. (b) bipolar reactivity. (c) development of an internal locus of causality. (d) social reactivity. (e) unilateral reactivity. __ 7. Sometimes, when one person tries to motivate another, the person being motivated responds with aggressive negativity. A synonym for aggressive negativity under these conditions is:

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

(a) (b) (c) (d) (e)

contagion. exploitation. hate. jealousy. reactance.

__ 8. Which of the following is not considered constructive feedback one can use in the effort to determine how well or how poorly the effort to motivate others is going? (a) Behavior: expressions of behaviors such effort, persistence, and latency. (b) Emotion: emotions as readouts of the status of the person’s motivational states. (c) Sociability: manifestations of social signals of inclusion-exclusion. (d) Well being: changes in well-being such as vitality. __ 9. In the attaining personal goals success story in which college students were able to attain the goals they set for themselves, what were the two key motivational processes that enabled such high goal attainment success? (a) self-concordant goals and implementation intentions (b) self-efficacy beliefs and extrinsic rewards (c) self-initiated and peer-initiated constructive feedback (d) self-initiated and peer-initiated plans (e) all of the above __10. In the suppressing the urge to smoke success story in which adults felt a lessened urge to smoke, smoked less on a day-to-day basis, and were more likely to quit smoking three months later, what was the key motivational process that enabled the smoking cessation? (a) a doctor who help the client set a difficult and specific long-term goal (b) a drug that removed the rewarding effects from the smoking experience (c) a relationship partner who was understanding and non-judgmental (d) having children at home (e) the presence of a pet __11. In the motivating students success story that bolstered middle-school students’ motivational development, school attendance, and academic achievement, what was the key aspect of the intervention that enabled the students’ positive school outcomes? (a) Students received a formal mastery modeling program to enhance their self-efficacy and academic valuing. (b) Students received a military-like, no-nonsense, discipline-centric educational experience. (c) Teachers received a workshop-like experience to promote greater personal causation in their students. (d) Teachers received a workshop-like experience to promote greater self-esteem in their students.

Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Answers to Multiple Choice Questions Chapter 16 Conclusion

Multiple-Choice Test Questions 1.

10.

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Instructor's Manual and Test Bank for Understanding Motivation and Emotion

Short-Essay Test Questions 1.

Consider a motivational problem like exercise procrastination or avoidance. Briefly explain how each of the following might play a key role in procrastination or avoidance: needs, cognitions, emotions, environments, relationships.

Consider a motivational accomplishment such as being highly interested and engaged in schoolwork. Briefly explain how each of the following might play a key role in motivating interest and engagement: needs, cognitions, emotions, environments, relationships.

In the effort to motivate others (e.g., to motivate a child to brush her teeth), explain the key ways to prevent pitting motivator against motivatee and seeing the motivatee’s subsequent display of either passivity (amotivation) or aggression (reactance).

Explain how changes in emotion, changes in behavior, and changes in well-being can be used as feedback in the effort to motivate others in productive ways.

Focus on one motivational construct and design a brief intervention to help another person become motivated to exercise (or improve their work performance, improve their academic performance, etc.). Explain why your motivational intervention will work.

The textbook argues that there exists a meaningful gap between theoretical understanding of a motivational phenomenon and success in practical application of that knowledge via the implementation of a successful motivational intervention. Why is this so, and what can practitioners do to narrow this theory-practice gap so to offer successful and effective motivational interventions that improve people’s lives?

Identify any one of the 16 items of wisdom identified at the conclusion of the chapter (page 464). With some reflection, explain what is so wise about the item you selected in terms of understanding or applying motivation and emotion.