Week Two Quiz - Achievement Motivation - Results
Attempt 1 of 1
Written Feb 5, 2024 5:04 PM - Feb 5, 2024 5:10 PM
Attempt Score 15 / 15 - 100 %
Overall Grade (Highest Attempt) 15 / 15 - 100 %
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Question 1 1 / 1 point
Participant motivation is usually the result of
Question 2 1 / 1 point
An effective technique to use to change undesirable motives of a participant is
Question 3 1 / 1 point
Which of the following statements is (are) true
personal factors
situational factors
a combination of personal and situational factors
the history of success or failure
behavior modification
cognitive intervention
rational emotive therapy
cognitive restructuring
Question 4 1 / 1 point
Gill and Williams (2008) state that there are four key areas to understand when
targeting athlete's motivation for success:
Question 5 1 / 1 point
"A disposition to strive for satisfaction when making comparisons with some standard
of excellence in the presence of evaluative others" is the definition of which of the
following?
Question 6 1 / 1 point
Mastery or task goals should be used more often than outcome goals.
Feedback to athletes should emphasize attributing their success to high ability and
high effort.
Lack of ability, rather than lack of effort, should be emphasized after a failure.
a and b
Being with friends, Effort to pursue goals, competition, & Persistence in the face of
failure and adversity
Being with friends, Learning, competition, & Persistence in the face of failure and
adversity
Choice of activity, Effort to pursue goals, Intensity of effort in the pursuit of goals, &
Persistence in the face of failure and adversity
Social interaction, Effort to pursue goals, competition, & Persistence in the face of failure
and adversity
achievement motivation
competitiveness
self-esteem
self-confidence
The interactional view of motivation claims that motivation is an interaction of which
two factors?
Question 7 1 / 1 point
Which is the most widely endorsed view of motivation taken by sport psychologists?
Question 8 1 / 1 point
Motivated behavior is primarily a function of individual characteristics. This is
consistent with which view of motivation?
Question 9 1 / 1 point
In a general sense, motivation can be defined as
Question 10 1 / 1 point
trait and situation
goals and coach's style
personality and goals
personality and needs
trait-centered
situational
interactional
individual
trait-centered
situational
individual
interactional
the intensity and direction of one's effort
the direction and width of one's effort
the intensity of one's effort
the direction of one's effort
The principles of reinforcement are complex because
Question 11 1 / 1 point
Need Achievement Theory
Question 12 1 / 1 point
Which of the following is (are) NOT among the principles of punishment?
Question 13 1 / 1 point
Attribution theory suggests that coaches should help athletes ascribe behavior to:
Question 14 1 / 1 point
different people react differently to the same reinforcement
people do not respond to the desired behavior
they apply to males but not females
a and b
Looks at personal factors that drive an athlete to achieve success and avoid failure.
Looks at to what athletes attribute success and failure
Looks at how achievement goals match perceived ability
Looks at how people gravitate to areas of perceived competence
Punish the behavior, not the person.
Give consequences one on one.
Impose punishment in a personal way.
a and c
Both internal and external motivation sources
Causes such as effort, unstable and controllable
Unstable and uncontrollable cases such as luck
Stable and controllable causes such as ability
According to cognitive evaluation theory, rewards should be contingent upon:
Question 15 1 / 1 point
Research on attribution-based motivation treatments (attributional retraining: AR) has
focused on encouraging students to ascribe failure to:
Done
effort
emotional and social skills
expected performance
all of the above
stable and controllable causes, such ability, preparation, and talent
unstable and uncontrollable causes, such as instructor quality, not enough time, or
insufficient note-taking
stable and uncontrollable causes, such as skill, experience, or readiness
unstable and controllable causes, such as lack of effort, poor study strategies, or
insufficient note-taking
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