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					QUIZ 2                                                                            Name:
Mental Aspects Chapters 3/6

1.   As used in the sport psychology literature, motivation can refer to
     a. an internal personality characteristic
     b. an external influence
     c. a consequence of or an explanation for behavior
     d. all of the above
     e. a and b

2.   In a general sense, motivation can be defined as
     a. the intensity and direction of one’s effort
     b. the direction and width of one’s effort
     c. the intensity of one’s effort
     d. the direction of one’s effort
     e. none of the above

3.   Motivated behavior is primarily a function of individual characteristics. This is consistent with which view of
     motivation?
     a. trait
     b. situation
     c. individualistic
     d. interactionalist
     e. none of the above

4.   An athlete is more motivated when playing against competition that is better than he is than when he plays
     better than the competition. This is an example of which approach to motivation?
     a. trait
     b. situation
     c. interactionalist
     d. individualistic
     e. none of the above

5.   Participant motivation usually is the result of
     a. personal factors
     b. situational factors
     c. a combination of personal and situational factors
     d. the previous history of success or failure
     e. none of the above

6.   To understand students’, athletes’ and exercisers’ motives for involvement, one should
     a. observe participants to see what they like and do not like about the activity
     b. talk to others who know the athletes and exercisers
     c. periodically ask the participants to list their reasons for participation
     d. all of the above
     e. a and c

7.   The most difficult but important component of structuring sport and exercise environments to meet an athlete’s
     or exerciser’s needs is
     a. individualizing your coaching and teaching
     b. finding rigorous training environments
     c. deciding on what motivational strategy to use
     d. balancing extrinsic and intrinsic motivation
     e. none of the above
8.   Achievement motivation can best be viewed as a
     a. situational factor
     b. personality factor
     c. interactionalist factor
     d. attributional factor
     e. unstable factor

9.   “ Self-competition” refers to _________, whereas performance in socially evaluative situations refers to
     ____________.
     a. competition; achievement motivation
     b. competition; social facilitation
     c. achievement motivation; competition
     d. achievement motivation; social facilitation
     e. competition; ego- involvement

10. Which of the following is NOT a component of achievement motivation theory?
    a. motive to achieve success
    b. probability of success
    c. incentive value of success
    d. resultant tendency to approach success
    e. motive to seek approval of others

11. Which of the following is (are) true concerning need achievement theory?
    a. High achievers have high motivation to avoid success and low motivation to avoid failure
    b. High achievers enjoy evaluating their abilities
    c. Low achievers often become preoccupied with thoughts of failure
    d. All of the above
    e. A and C

12. For high achievers, which situation provides the MOST incentive for engaging in achievement behavior?
    a. 50% chance of success
    b. 25% chance of success
    c. 75% chance of success
    d. 60% chance of success
    e. 10% chance of success

13. For low achievers, which situation provides the LEAST incentive for engaging in achievement behavior?
    a. 50% chance of success
    b. 25% chance of success
    c. 75% chance of success
    d. 60% chance of success
    e. 10% chance of success

14. Attribution theory focuses on
    a. how individuals explain their success and failure
    b. how groups explain their personality attributes
    c. how individuals explain their personal attributes
    d. how individuals explain their personal biases
    e. none of the above

15. Which of the following is NOT an attributional category?
    a. stability
    b. causality
    c. control
    d. persistence
16. Ability is considered a(n) _________ and _________ attribute.
    a. stable, external
    b. stable, internal
    c. unstable, internal
    d. unstable, external
    e. controllable, unstable

17. A task goal orientation will usually lead to which of the following:
    a. persistence in the face of failure
    b. selecting moderately difficult tasks or opponents
    c. a strong work ethic
    d. all of the above
    e. a and b

18. Competence motivation theory was based on the research of developmental psychologist
    a. Tara Scanlan
    b. Susan Harter
    c. Thelma Horn
    d. Glyn Roberts
    e. Albert Bandura

19. The overriding characteristic of individuals exhibiting learned helpless behavior is
    a. attributing success of effort
    b. feeling their actions have no impact on desired outcomes
    c. attributing failure to bad luck
    d. feeling they are in control of their actions
    e. none of the above

20. The additive approach to the relationship between intrinsic and extrinsic motivation suggests that
    a. internal and external motivation are unrelated
    b. intrinsic plus extrinsic motivation equals more motivation
    c. extrinsic rewards undermine intrinsic motivation
    d. all of the above
    e. none of the above

21. The study by Lepper and Greene investigating the effects of external rewards of intrinsic motivation of children
    found that
    a. the type of reward was important regarding its effects on intrinsic motivation
    b. the expected reward condition had the lowest levels of intrinsic motivation (compared to no reward and
        unexpected rewards)
    c. the expected reward condition had the highest levels of intrinsic motivation (compared to no reward and
        unexpected rewards)
    d. a and b
    e. a and c

22. Research by psychologist such as Edward Deci has found that
    a. extrinsic rewards undermined intrinsic motivation
    b. extrinsic rewards did not undermine intrinsic motivation
    c. intrinsic and extrinsic motivation are additive
    d. a and c
    e. none of the above

23. Rewards typically undermine intrinsic motivation when the reward is
    a. for mere participation
    b. not tied to the quality of one’s performance
    c. controlling in nature
    d.   all of the above
    e.   a and c

24. Receiving a reward that provides feedback concerning an athlete’s sense of competence is an example of
    a. the controlling aspects of reward
    b. the informational aspect of reward
    c. the behavioral aspect of reward
    d. the intuitive aspect of reward
    e. none of the above

25. Which of the following statements is (are) true?
    a. every reward has both controlling and informational aspects to it
    b. a negative coaching style (mostly critical in nature) can lead to a decrease in intrinsic motivation
    c. rewarding for mere participation in a sport will typically undermine the participants intrinsic motivation
    d. all of the above
    e. b and c

26. Ryan’s studies on the relationship between scholarships and intrinsic motivation revealed that
    a. football players on scholarship exhibited higher levels of intrinsic motivation than football players not on
       scholarship
    b. wrestlers on scholarship exhibited higher levels of intrinsic motivation that wrestlers not on scholarship
    c. female athletes on scholarship exhibited higher levels of intrinsic motivation that female athletes not on
       scholarship
    d. a and b
    e. b and c

27. In a recent study on the relationship between holding scholarships and levels of intrinsic motivation in
    collegiate athletes, Amorose, Horn and Miller found that
    a. males in team sports exhibited higher levels of intrinsic motivation than females on team sports
    b. athletes on scholarship had lower levels of intrinsic motivation in general than did athletes not on
         scholarship
    c. male athletes exhibited higher levels of intrinsic motivation than female athletes
    d. a and b
    e. b and c

28. According to Weinberg’s study on intrinsic motivation in a competitive setting,
    a. success produces higher levels of intrinsic motivation than does failure
    b. males exhibit higher levels of intrinsic motivation after success than after failure
    c. females exhibit higher levels of intrinsic motivation after failure than after success
    d. a and b
    e. a and c

				
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posted:11/9/2011
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