Test Bank for Social and Personality Development, 6th Edition: Shaffer

Test Bank for Social and Personality Development,

6th Edition: Shaffer

To download the complete and accurate content document, go to:

https://testbankbell.com/download/test-bank-for-social-and-personality-development-6
th-edition-shaffer/

Visit TestBankBell.com to get complete for all chapters

 Achievement

CHAPTER 7
ACHIEVEMENT

Chapter Outline

● THE CONCEPT OF ACHIEVEMENT MOTIVATION

The Motivational View of Achievement

A Behavioral View of Achievement

● EARLY REACTIONS TO ONE’S ACCOMPLISHMENTS: FROM MASTERY TO SELF-

EVALUATION

● THEORIES OF ACHIEVEMENT MOTIVATION AND ACHIEVEMENT BEHAVIOR

Need Achievement Theories

McClelland’s theory of achievement motivation
The relationship between achievement motivation and
achievement behavior
The achieving society
Problems with McClelland’s approach
Atkinson’s revision of need achievement theory
Is it worth accomplishing? The value of a particular goal
Can I achieve? The role of expectancies in achievement behavior
Summing up

Weiner’s Attribution Theory

Contributions of “stability” and “locus of control” attributions to future
achievement behavior
Age differences in achievement-related attributions

Dweck’s Learned Helplessness Theory

How does learned helplessness develop?
On helping the helpless to achieve

Reflections on Theories of Achievement

● CULTURAL AND SUBCULTURAL INFLUENCES ON ACHIEVEMENT

Individualistic Versus Collectivistic Perspectives on Achievement

161
Chapter 7

Ethnic Variations in Achievement

Ethnic variations in parenting
Peer group influences

Social Class Differences in Achievement

● HOME AND FAMILY INFLUENCES ON ACHIEVEMENT

Quality of Attachments and Achievement

The Home Environment

Child-rearing and Achievement

Family environmental influences or genetic influences?

Parental Expectancies and Achievement

Summing up

• SUMMARY

162
 Achievement

-Test Bank-

Multiple Choice Questions

7-1, p. 208
Developmentalists use the term _____ to describe children’s intrinsic motivation to
respond to challenges and “adapt to” their environments.
a. accommodation
b. competence motivation
*c. mastery motivation
d. achievement motivation

7-2, p. 208
Mastery motivation
*a. appears to be inborn
b. does not appear until the infant can recognize his(her) mirror image
c. is an acquired attribute
d. emerges in a competitive environment

7-3, p. 209
One reason that intrinsic motives to "master" the environment fall far short of being an
adequate explanation for children's achievement behavior is that
a. many infants show no motivation to understand and to exert control over
their environments
*b. some children try much harder than others to master the challenges they face
c. both of these
d. none of these

7-4, p. 209
In contrast to views on achievement motivation in individualistic societies, people in
collectivist societies view achievement motivation as a willingness to strive to succeed
_____ .
a. at personal objectives for the satisfaction of accomplishing these goals
b. at personal objectives to win approval or to avoid disapproval
*c. at objectives that promote social harmony or maximize social welfare
d. at objectives that bring extrinsic incentives such as money or good grades

163
Chapter 7

7-5, p. 209 WWW

Proponents of the motivational view of achievement (for example, David
McClelland) believe that
a. achievement motivation is a learned motive
b. the pride stemming from one's noteworthy accomplishments is what reinforces
achievement behavior
c. people strive to achieve in order to win others' approval or to avoid others'
disapproval
*d. achievement motivation is a learned motive and the pride stemming from one’s
noteworthy accomplishments is what reinforces achievement behavior
e. achievement motivation is a learned motive and people strive to achieve in order
to win others’ approval or to avoid others’ disapproval

7-6, p. 209
Achievement motivation (n Ach) is typically measured
*a. by analyzing the content of stories subjects write in response to pictures
designed to elicit achievement themes
b. by analyzing subject’s dreams
c. by means of paper-and-pencil personality tests
d. by observing and noting the accomplishments of individual subjects

7-7, p. 210
Proponents of the behavioral view of achievement (for example, Vaughn Crandall)
believe that
a. achievement is best viewed as a class of instrumental responses rather than
an internal drive for competence
b. the pride stemming from one's noteworthy accomplishments is what reinforces
achievement behavior
c. people strive to match exacting standards in order to win others' approval
or to avoid others' disapproval
d. achievement is best viewed as a class of instrumental responses rather than an
internal drive for competence and the pride stemming from one's noteworthy
accomplishments is what reinforces achievement behavior
*e. achievement is best viewed as a class of instrumental responses rather than an
internal drive for competence and people strive to match exacting standards in
order to win others' approval or to avoid others' disapproval

164
 Achievement

7-8, p. 210
Compared to those who are intrinsically motivated to achieve, children with an extrinsic
orientation
a. see themselves as more competent at academic tasks
*b. strive to win recognition or tangible incentives for their accomplishments
c. prefer more challenging academic tasks rather than easier ones
d. get better grades at school

7-9, p. 210
Billy makes good grades at school because he desires the praise and recognition from
others that he usually receives when he does well. This reflects Billy's
a. high need for achievement
b. intrinsic orientation to achievement
*c. extrinsic orientation to achievement
d. strong mastery motivation

7-10, p. 210
A child with an intrinsic orientation toward achievement might cite _____ as the reason
she works very hard at her arithmetic homework.
*a. a preference for challenging tasks
b. a desire to earn high marks
c. a desire to avoid her teacher's disapproval
d. a desire to please her father

7-11, p. 210
A child with an extrinsic orientation toward achievement might say _____ .
*a. I work hard at school to please my parents
b. I am so happy when I get an A
c. It feels good to get the highest grade in my class
d. none of these

7-12, p. 210-211
Recent research implies that teachers might be more successful at using homework to
achieve curricular objectives if they
a. require students to turn in homework assignments to earn good grades
*b. frame homework as a means of achieving intrinsic goals
c. frame homework as a means of achieving extrinsic goals
d. require students to turn in homework assignments to earn good grades and
frame homework as a means of achieving extrinsic goals
e. none of these; homework undermines children’s interest in school
activities

165
Chapter 7

7-13, p. 210-211
John hopes to find ways to make readings on Black history more interesting and
involving to his inner-city, predominantly African American preadolescent 6th-graders.
He is apt to be more successful if he stresses how these readings
*a. will help them to understand who they are and where they come from
b. will make them more likable to peers of other ethnic groups
c. will improve their history grades
d. will impress parents about how much they are learning at school

7-14, p. 211
Deborah Stipek and her associates suggest that preschool children pass through three
phases in learning to evaluate their achievement performances. During the “Joy in
Mastery” phase, children
a. seek recognition when they master problems
b. are not bothered by failures
c. are clearly pleased to master challenges
d. seek recognition when they master problems and are not bothered by failures
*e. are not bothered by failure and are clearly pleased to master challenges

7-15, p. 211
20-month-old Ramon is trying to build a tower of blocks bigger than any he has ever
built. Which of the following reactions is Ramon likely to display?
*a. joy when he accomplishes his goal
b. seeking praise from his mother when he succeeds
c. feeling down or depressed after several failures to build a taller tower
d. all of these are possible

7-16, p. 211
Doris, a 2 ½ year old, is trying to complete a puzzle as an experimenter looks on. Which
of the following reactions is Doris likely to display?
a. joy if she completes the puzzle
b. calling the experimenter’s attention to her success
c. a tendency to look away or turn away from the experimenter should she fail
to complete the puzzle
*d. all of these are possible

166
 Achievement

7-17, p. 211
If a child immediately seeks recognition when she succeeds, but turns away as
if expecting criticism when she fails, we would place her at the _____ phase of learning
to evaluate her accomplishments
a. joy in mastery
*b. approval seeking
c. use of standards
d. learned helplessness

7-18, p. 211 WWW

John works alone at a puzzle for a half-hour and fails to complete it. He then frowns,
says "I'm no good at this" and feels bad. We might conclude that John is at the _____
phase of learning to evaluate accomplishments.
a. joy in mastery
b. approval seeking
*c. use of standards
d. extrinsic orientation

7-19, p. 212
Two 2-year-olds are performing the same task in a "competition" arranged by the
experimenter. John finishes before Harry who, nonetheless, completes his task. Which of
the following reactions are we likely to observe?
*a. each child expressing pleasure at mastering his task
b. John feeling special pleasure in beating Harry at the competition
c. Harry feeling disappointed at having lost the competition
d. John seeking recognition for his accomplishment whereas Harry does not

7-20, p. 211-212
According to Stipek and her associates, young children begin to show their pride (rather
than pleasure) in mastering a challenge and true shame (rather than disappointment)
when they fail to achieve once they
a. can recognize themselves in a mirror
*b. have adopted performance standards that define success and nonsuccess
c. interpret losing a competition as a clear failure
d. know that successes typically elicit approval from others, whereas
nonsuccess may elicit disapproval

167
Chapter 7

7-21, p. 212
Which of the following statements best characterizes the "competitive" orientation of a 4-
5-year-old?
*a. to win is divine
b. to lose is to fail
c. both of these
d. none of these

7-22, p. 213
Early work on the relationship between achievement motivation and achievement
behavior revealed that
a. people high in achievement motivation select higher status occupations than
do low need-achievers
b. people high in achievement motivation tend to make better grades in school
than do low need-achievers
c. a country's prior economic growth is a good predictor of the average level
of achievement motivation of the country's current generation of children
*d. people high in achievement motivation select higher status occupations than do
low need-achievers and people high in achievement motivation tend to make
better grades in school than do low need-achievers
e. all of these

7-23, p. 213-214
McClelland's cross-cultural research (reported in his book The Achieving Society) led
him to conclude that
a. a preoccupation with achievement arises from a country’s prior economic
growth
*b. the average level of achievement motivation among a country's populace is
an accurate predictor of the country’s future economic growth
c. a country's future economic growth is directly dependent on the religious
ideology of those in power
d. none of these

7-24, p. 214
A person who dreads being evaluated and is highly concerned about the prospect of
failing is _____.
a. low in the need for achievement
*b. high in the motive to avoid failure
c. high in the motive to avoid success
d. all of these

168
 Achievement

7-25, p. 214
According to Atkinson's revision of McClelland's "need achievement" theory, a person
who willingly accepts new challenges and who accomplishes a lot is someone for whom
*a. MS > Maf
b. MS = Maf
c. Maf > MS
d. MS > n Ach

7-26, p. 214
Atkinson’s theory of achievement implies that a person who shys away from challenges
and who accomplishes very little is apt to be someone
a. who is high in the motive to avoid success
b. who is low in the motive to avoid failure
*c. whose motive to avoid failure is stronger than his (her) motive to attain success
d. whose motive to avoid failure is weaker than his(her) motive to attain success

7-27, p. 215
Raynor’s (1970) classic study of the grades students make in introductory psychology
revealed that the relationship between achievement motivation (Ms) and achievement
behavior (grades earned) was more likely to be positive when
a. the student’s motive to avoid failure is high
b. the student’s motive to avoid failure is weaker than his(her) motive to attain
success
c. the student perceives the course in question as important or valuable
d. the student’s motive to avoid failure is high and the student perceives the course
in question as important or valuable
*e. the student’s motive to avoid failure is weaker than his(her) motive to attain
success and the student perceives the course in question as important or valuable

7-28, p. 214-215
One's achievement behavior in specific achievement situations depends on
a. her level of achievement motivation
b. the value placed on that particular goal
c. the person's expectancy of succeeding or failing
*d. all of these

169
Chapter 7

7-29, p. 215-216 WWW

Whereas McClelland attributed individual differences in achievement behavior to
differences in _____, Atkinson suggested that achievement behavior also depends on the
person's _____.
a. achievement motivation; mastery orientation
*b. achievement motivation; achievement expectancies and the value of the
objective
c. motive to avoid failure; achievement expectancies and the value of the
objective
d. motive to avoid failure; motive to attain success

7-30, p. 216
According to Weiner's cognitive theory of achievement, a person's future achievement
behavior in a particular domain depends very heavily on his/her
a. general intelligence
b. achievement motivation
c. motivation to avoid failure
*d. causal attributions for past performance in that domain

7-31, p. 216
A child who believes that her grades at school depend on luck, fate, or whether her
teachers "like her"
a. is likely to be a high achiever and get good grades
b. could be described as an internalizer
*c. could be described as an externalizer
d. is likely to be a high achiever and get good grades and could be described as an
internalizer
e. is likely to be a high achiever and get good grades and could be described as an
externalizer

7-32, p. 217
In a review of over 100 studies, Findley and Cooper found that students who attribute
their successes to internal causes such as ability rather than external causes such as luck
tend to
*a. do well academically
b. do poorly academically
c. show little difference in performance from students who make external
attributions for successes
d. become anxious and give up

170
 Achievement

7-33, p. 217
According to Weiner’s attribution theory, which of the following is said to be a stable
cause for an achievement outcome?
a. amount of effort expended
b. luck
c. both of these
*d. none of these

7-34, p. 217
Which of the following represents an internal, unstable attribution for a grade?
a. "If I wasn't so dumb I would do better."
b. "If the test had been more fair I'd have done better."
*c. "If I had studied more I'd have done better."
d. "I'd do much better if the teacher liked me."

7-35, p. 217
According to Weiner's attribution theory, which of the following is an unstable, internal
cause of achievement outcomes?
a. ability
b. task difficulty
*c. effort
d. luck

7-36, p. 217
Linda has failed an important geography exam and attributes her failure to a lack of
ability in geography. In terms of Weiner's attribution theory, Linda has made a(n) _____
causal attribution.
*a. internal, stable
b. internal, unstable
c. external, unstable
d. external, stable

7-37, p.217 WWW

According to Weiner's attribution theory, the stability of an achievement attribution
determines one's _____ in a given achievement domain.
a. effort
*b. expectancy of success or failure
c. degree of luck
d. valuing of achievement

171
Chapter 7

7-38, p. 217
According to Weiner's attribution theory, which of the following achievement
attributions will lead to the highest expectancy of repeating a success we've
accomplished?
*a. “I did well because I’m good at this task.”
b. “I did well because I studied hard.”
c. “I did well because I studied the right material.”
d. “I did well because this test was not ambiguous.”

7-39, p. 217-218
Weiner believes that the perceived stability of an achievement outcome determines
_____ , whereas the perceived locus of control for that outcome determines _____ .
*a. one’s achievement expectancies; the value of the outcome
b. the value of that outcome; one’s achievement expectancies
c. achievement motivation; motive to avoid failure
d. mastery orientation; learned helplessness

7-40, p. 218
After failing on important math test, Fred seeks a causal attribution for his performance.
To what might he attribute this failure and have the best chance of feeling that he will do
well on subsequent exams?
a. I failed because I'm not too bright.
b. What luck! This test tapped the material that I only studied briefly.
*c. I failed because I didn't study enough.
d. I failed because many of the questions were ambiguous.

7-41, p. 218
According to Weiner’s attribution theory, which of the following achievement
attributions will make us value a success we have accomplished?
a. “I did well because the teacher likes me.”
*b. “I did well because I worked hard.”
c. “I did well because the test was easy.”
d. “I lucked out and studied the right material.”

7-42, p. 217-218
According to Weiner, a person who attributes a good grade on an exam to the fact that
the test was easy may have exactly the same achievement expectancy but should view
his outcome as less important (or less valuable) than a second student making the same
grade who attributes his success to
a. high effort
b. good luck
c. indiscriminate grading
*d. high ability

172
 Achievement

7-43, p. 218
Weiner's theory predicts that it is adaptive for children to attribute their
successes to _____ causes and their failures to _____ causes
a. internal, stable; internal, stable
b. external, stable; internal, stable
*c. internal, stable, internal unstable
d. internal unstable, internal, stable

7-44, p. 217-218
Weiner's attribution theory posits that low achievers generally attribute their failures to
_____ factors and their successes to _____ factors.
a. unstable; unstable
b. unstable, internal; stable, external
*c. stable, internal; unstable
d. stable, external; stable, internal

7-45, p. 218
One reason why young (4-7-year old) children often have very high achievement
expectancies is that
*a. they confuse their desire to do well with their ability to do well and
conclude that they can always succeed if they really want to
b. they assume that high ability rather than high effort is the primary cause of their
successes
c. both of these
d. none of these

7-46, p. 218
Kindergarten children are apt to believe that they are smart and can do well at any task
because
a. their teachers praise them more for their efforts than for the quality of their work
b. they have an "entity view" of ability
c. they have an "incremental view" of ability
d. their teachers praise them more for their efforts than for the quality of their work
and they have an "entity view" of ability
*e. their teachers praise them more for their efforts than for the quality of their work
and they have an "incremental view" of ability

173
Chapter 7

7-47, p. 218
Children younger than 6 years old expect to _____ at novel achievement tasks because
they _____.
a. fail; overestimate the difficulty of the task
b. fail; view themselves as incompetent
c. succeed; underestimate the difficulty of the task
*d. succeed; view themselves as competent

7-48, p. 219
Miss Bazzini gave her kindergartners a puzzle to solve and let them work until each
child had completed it. Whom will they say is the smartest student?
a. Sean, who completed the puzzle in 5 minutes
*b. Larry, who worked on the puzzle all afternoon
c. Ed, who worked on the puzzle for 20 minutes
d. Juan, who said the puzzle was too easy and chose to color instead

7-49, p. 219
If two people accomplish the same feats while expending different amounts of
effort, a 5-year-old is likely to say _____ is "smarter," whereas a 12- to 13-year-old will
feel that _____ has the greater ability.
a. neither individual; the person expending the most effort
*b. the person expending the most effort; the person expending less effort
c. the person expending less effort; the person expending the most effort
d. neither individual; the person expending the least effort

7-50, p. 219 WWW

Ms. Herlocker is a first-grade teacher who sets mastery goals in the classroom and who
praises children more for their effort than for the actual quality of the work they
complete. Ms. Herlocker's teaching style is likely to promote a(n) _____ in her students.
a. learned helplessness orientation
*b. incremental view of ability
c. joy in mastery orientation
d. entity view of ability

7-51, p. 219
An incremental view of ability is reflected in
*a. the belief that one’s ability can be improved through increased effort and
practice
b. the tendency to give up or stop trying after failing a number of times
c. the tendency to make internal-stable attributions for successes and failures
d. the belief that ability is not influenced much by effort or practice

174
 Achievement

7-52, p. 219
As children progress through grade school, they begin to make clear distinctions
between ability and effort as causes of achievement outcomes. Factors that contribute to
these distinctions include
a. cognitive development
b. teacher’s use of grades and other ability appraisals
c. children’s increasing reliance on social comparison information
d. teacher’s use of grades and other ability appraisals and children’s increasing
reliance on social comparison information
*e. all of these

7-53, p. 219
An entity view of ability is reflected in
a. the belief that one's ability can be improved through increased effort and
practice
b. the tendency to persist at challenging tasks after previously failing those asks
c. the tendency to make external-unstable attributions for successes and
failures
*d. the belief that ability is not influenced much by effort or practice

7-54, p. 219
Mr. Goldman is a sixth-grade teacher who grades students on the quality of work they
perform rather than the amount of effort they expend. He regularly encourages
academic competition in his class. His methods are likely to promote_____ in his
students.
a. an approval-seeking orientation
*b. an entity view of ability
c. an incremental view of ability
d. a learned helplessness orientation

7-55, p. 219
According to Dweck, children who show a mastery orientation in the classroom tend to
attribute successes to _____ and failures to _____ .
a. high ability; bad luck
b. high effort; low ability
c. high effort; task difficulty
*d. high ability; low effort

175
Chapter 7

7-56, p. 220
Children who display the learned helplessness syndrome
a. tend to attribute their failures to a lack of ability
b. show marked deterioration of performance after experiencing a failure
c. often have previous academic attainments that equal or exceed those of their
mastery-oriented classmates
d. tend to attribute their failures to a lack of ability and show marked deterioration
of performance after experiencing a failure
*e. all of these

7-57, p. 220
The behavior of children who display learned helplessness on an academic task largely
reflects their very strong and noteworthy
a. lack of intelligence
b. incremental view of ability
*c. entity view of ability
d. tendency to externalize the blame for their failures

7-58, p. 221
Which of the following types of adult commentary is most likely to foster a mastery
orientation?
a. one that points out a child’s errors
*b. one that suggests that errors indicate the need for a change in tactics
c. one that emphasizes avoiding errors
d. one that involves comparison to others and fosters competition with other
children

7-59, p. 221 WWW

Which of the following teacher comments does Dweck's research indicate would be
most likely to encourage a child who fails to try harder rather than to give up?
a. "You're not very good at this, are you?"
*b. "I bet you just need to give more time to these assignments and you would
perform better."
c. "Luck was sure on your side this time."
d. "Maybe you'll have better luck next time."
e. "You are having trouble with these assignments."

176
 Achievement

7-60, p. 220-221
Dweck and her colleagues believe that teachers may unwittingly foster a sense of
learned helplessness in children by attributing
a. the child's successes to high effort and failures to bad luck
*b. the child's successes to high effort and failures to lack of ability
c. the child's successes to high ability and failures to a lack of effort
d. none of these

7-61, p. 221
A technique that appears effective at helping children to overcome the learned
helplessness syndrome is one in which
*a. children are given problems that they will fail and encouraged to attribute
these failures to a lack of effort
b. children are given problems that they will fail and encouraged to attribute
their failures to a lack of ability
c. children are given problems that they will pass and are thus convinced that
they have the ability to succeed
d. children are rewarded for their successes and encouraged to attribute their
failures to a fussy evaluator

7-62, p. 222
According to Dweck and her associates, children who are simply told that you are
“smart,” “intelligent,” etc. when they succeed may generally adopt _____ in
achievement contexts, seeking to demonstrate how “smart,” “intelligent,” etc. they really
are. A subsequent failure could then cause these youngsters to _____.
a. learning goals; give up and act helpless
b. learning goals; try all the harder to succeed
*c. performance goals; give up and act helpless
d. performance goals; try all the harder to succeed

7-63, p. 222 WWW

Dweck believes that children who receive feedback praising their efforts at formulating
effective solutions after their successes will generally adopt _____ in achievement
contexts. A subsequent failure should cause these youngsters to _____.
a. learning goals; give up and act helpless
*b. learning goals; try all the harder to succeed
c. performance goals; give up and act helpless
d. performance goals; try all the harder to succeed

177
Chapter 7

7-64, p. 222
Dweck’s research implies that children who regularly receive _____ after succeeding are
likely to adopt performance goals in achievement contexts which makes them inclined
to try to _____.
*a. person praise; demonstrate their competencies
b. process praise; demonstrate their competencies
c. person praise; improve their competencies
d. process praise; improve their competencies

7-65, p. 222
Dweck’s research implies that children who regularly receive _____ after succeeding are
likely to adopt learning goals in achievement contexts which makes them inclined to try
to _____.
a. person praise; demonstrate their competencies
b. process praise; demonstrate their competencies
c. person praise; improve their competencies
*d. process praise; improve their competencies

7-66, p. 222
Which of the following comments would be most effective in praising a success if our
ultimate objective was to convince a youngster to be persistent at future tasks that he or
she has failed to master.
a. “You did really good; that deserves a trip to the movies!”
*b. “That’s great, Sammy; you worked hard and found a good way to do it!”
c. “Wonderful, Ann; you are such a smart little girl!”
d. “Good job; you certainly didn’t look stupid on this task!”

7-67, p.222
Kamins and Dweck (1999) praised kindergartners for several successes before exposing
them to tasks in which they were told mistakes were made. When the kindergartners
were given an opportunity to work further at the tasks,_____.
a. children who received process praise favored the tasks they had mastered
previously
b. children who received person praise favored tasks that had not been mastered
c. both of these
*d. none of these

178
 Achievement

7-68, p. 223
One relatively simple method of preventing learned helplessness and declining
academic performance among preadolescents is an intervention in which lessons focus
on the premise that
a. improving your study skills will result in better grades
b. you should concentrate on subjects that suit your abilities
*c. you can grow your intelligence
d. you can improve your memory

7-69, p. 222, 223

Successful strategies for preventing learned helplessness include
a. providing process praise to acknowledge children’s successes
b. providing person praise to acknowledge children’s successes
c. stressing that learning new material makes one smarter
*d. providing process praise to acknowledge children’s successes
and stressing that learning new material makes one smarter
e. providing person praise to acknowledge children’s successes
and stressing that learning new material makes one smarter

7-70, p. 224
Cross-cultural research on achievement suggests that
a. members of collectivist societies train their children to be independent,
assertive, and venturesome
b. members of individualistic societies train their children to be obedient,
responsible, and cooperative
*c. people from different societies conceptualize achievement in very different
ways
d. members of collectivist societies train their children to be independent, assertive,
and venturesome and members of individualistic societies train their children to
be obedient, responsible, and cooperative
e. all of these

7-71, p. 224
People in collectivist societies tend to view achievement as
*a. individual or cooperative accomplishments that promote social harmony and
group goals
b. individual accomplishments that meet or exceed high standards
c. competitive accomplishments that involve outperforming others
d. none of these

179
Chapter 7

7-72, p. 225
Compared to American mothers, Chinese and Japanese mothers are more likely to
a. believe that the amount of effort children expend determines their
achievement outcomes
b. adopt an incremental view of ability
c. adopt an entity view of ability
*d. believe that the amount of effort children expend determines their
achievement outcomes and adopt an incremental view of ability
e. believe that the amount of effort children expend determines their
achievement outcomes and adopt an entity view of ability

7-73, p. 225
Ethnic variations in achievement are primarily attributable to
a. ethnic differences in intelligence
b. differences across ethnic groups in the value parents place on education
c. both of these
*d. none of these

7-74, p. 226-227
Recent research indicates that _____ is an important contributor to ethnic differences in
academic achievement.
a. subtle ethnic differences in parenting practices
b. endorsement of academic goals by ethnic peers
*c. both of these
d. none of these

7-75, p. 227
Which of the following factors figure prominently in explaining why minority youth are
often academic underachievers?
a. minority children are less intelligent than other children are
*b. their ethnic peers devalue academics
c. minority parents devalue academics
d. minority children are less intelligent than other children are and minority
parents devalue academics
e. all of these

180
 Achievement

7-76, p.215, 227, 228-229 WWW

Tamika, a middle-class African-American 12th grader, dreads the prospect of
applying to college because she hasn't earned the grades she hoped to, even
though her peer group is studious, and she dreads taking the SAT, fearing that
she will choke on standardized tests. Based on the achievement literature, which of the
following factors is a plausible contributor to Tamika's dreading future academic
challenges
a. her parents probably do not value education as much as White and Asian
American parents do
b. her parents may have emphasized her shortcomings in achievement contexts
to a greater extent than they have acknowledged her successes
c. Tamika may be experiencing stereotype threat
d. her parents probably do not value education as much as White and Asian
American parents do and her parents may have emphasized her shortcomings in
achievement contexts to a greater extent than they have acknowledged her
successes
*e. her parents may have emphasized her shortcomings in achievement contexts to a
greater extent than they have acknowledged her successes and Tamika may be
experiencing stereotype threat

7-77, p. 227
High-achieving African-American students and students from immigrant families tend
to
a. have parents who strongly encourage academic achievement
b. associate with peers who value and support academic achievement
*c. both of these
d. none of these

7-78, p. 228-229
Pablo, a highly motivated 12th grade Hispanic American student performs well in the
classroom but consistently makes low scores on standardized achievement tests. His
explanation: “I simply choke on the standardized tests.” One plausible explanation for
Pablo’s performance is
a. Pablo's lack of preparation for the test
*b. that stereotype threat undermines Pablo's performance
c. Pablo does not want to do so well as to be accused by ethnic peers of "acting
White"
d. learned helplessness

181
Chapter 7

7-79, p. 228
Stereotype threat often creates a disruptive anxiety that can undermine student
performance
*a. in situations where performances are evaluated
b. in nonevaluative exercises
c. both of these
d. none of these

7-80, p. 228-229
Asian American women who are asked to indicate their _______ on a math test are likely
to perform _______ than they otherwise would if aspects of their identity had not been
requested.
a. Asian American identity; worse
*b. Asian American identity; better
c. sex; better
d. none of these; Asian Americans are less susceptible to stereotype threat
than members of other groups

7-81, p. 229
The potentially harmful impacts of stereotype threat on academic performance begin to
emerge _____.
a. in preschool children
*b. between ages 6 and 10
c. among high school students
d. among college students

7-82, p. 229
One possible long-term implication of stereotype threat that has been identified is a
tendency of affected students to
a. play down their ethnic identity and strive to act White
b. try harder at domains to which the threat applies
*c. disidentify with the academic domain in question and/or to drop out of school
d. conclude that the stereotypes in question are correct

7-83, p. 229
Members of stigmatized minority groups are less susceptible to the potentially harmful
effects of stereotype threat if they
*a. have achieved a positive ethnic identity, including the belief that students from
their ethnic community are supposed to achieve
b. have an entity view of ability
c. both of these
d. none of these

182
 Achievement

7-84, p. 229
Economic hardship may contribute to poor academic performances by _____.
a. undermining parents’ capacity to be sensitive, supportive, and highly
involved in their children’s scholastic activities
b. decreasing the likelihood that children will have age-appropriate toys, books,
and other educational resources available to them
*c. both of these
d. none of these

7-85, p. 230-231
Compensatory education for disadvantaged students has been especially successful at
a. producing long-term gains in IQ
b. turning disadvantaged students into high achievers
*c. producing better academic attitudes and helping disadvantaged students to
meet basic scholastic requirements
d. producing long-term gains in IQ and turning disadvantaged students into high
achievers
e. all of these

7-86, p. 230
The “diffusion effect” seen in some two-generation compensatory education programs
refers to the finding that
a. child graduates of these early interventions have a greater sense of
direction as adolescents and are less identity diffuse
*b. improvements in parenting positively affect children participating in
compensatory education and the family’s later children as well
c. early gains in children’s academic performance tend to fade over time
d. treating disadvantaged parents helps them to obtain employment and to
become less identity diffuse

7-87, p. 230
One legitimate criticism of Head Start and other early compensatory education
programs is that they
a. begin too late to be truly effective
b. produce benefits that are not worth their high costs
c. are too brief to have meaningful long-term effects
d. begin too late to be truly effective and produce benefits that are not worth their
high costs
*e. begin too late to be truly effective and are too brief to have meaningful long-term
effects

183
Chapter 7

7-88, p. 230-231
Compensatory education for disadvantaged students is most effective when
a. parents are involved in the program
b. interventions begin in infancy and last for several years
*c. both of these
d. none of these

7-89, p. 231
Recent research on the impacts of compensatory education implies that such programs
are more likely to have long-term academic benefits when they _____.
a. begin after age 2
*b. continue after children have entered school
c. both of these
d. none of these

7-90, p. 232
According to the text, what is a likely reason for the "link" between security of
attachment and achievement motivation?
*a. securely attached children are more curious, self-reliant, and eager to solve
problems
b. securely attached children are more intellectually competent
c. parents of securely attached infants provide more sensory stimulation
d. parents of securely attached children are more demanding

7-91, p. 232
Compared to youngsters who are insecurely attached to their parents, those who are
securely attached
*a. are more willing to apply their intellectual competencies to new challenges
b. are more intellectually competent
c. both of these
d. none of these

7-92, p. 233
The HOME Inventory
a. measures the security of the child’s attachments to the mother and the father
b. predicts children’s future emotional security
c. predicts children’s future social skills
*d. predicts children’s future academic performances in grade school
e. all of these

184
 Achievement

7-93, p. 233
Children who live in stimulating homes (as assessed by the HOME inventory) are more
likely than those living in less stimulating homes to _____.
*a. display good academic achievement
b. adopt an extrinsic orientation to achievement challenges
c. both of these
d. none of these

7-94, p. 233
Three-year-old Susan lives in a home in which she receives a variety of stimulation from
many sources and has lots of age-appropriate toys. Three-year-old Sarah lives in a home
in which she receives less stimulation and must play with toys that she has "outgrown."
From these observations, we might predict that
a. Susan is more likely than Sarah to be securely attached to her parents
*b. Susan is more likely than Sarah to perform well on achievement tests in grade
school
c. both of these
d. none of these

7-95, p. 234 WWW

Parents are likely to foster self-reliance, achievement motivation, and
achievement behavior if they
a. encourage children to do things on their own
b. encourage children to do things well
c. set high but attainable standards of achievement for their children to shoot
for
d. encourage children to do things on their own and set high but attainable
standards of achievement for their children to shoot for
*e. all of these

7-96, p. 234
Joel's mother demands that he shoot for lofty achievement goals, is inclined to punish
his failures, and responds in a matter-of-fact way to his successes. Joel is likely to
a. be highly independent
b. develop a high level of achievement motivation
*c. shy away from challenges and be a low achiever
d. develop learned helplessness

185
Chapter 7

7-97, p. 234
One child-rearing practice that is likely to promote achievement motivation is to
*a. reward the child's successes while responding neutrally to failures
b. reward the child's successes while punishing failures
c. respond neutrally to the child's successes while punishing failures
d. all of the above will work as long as parents begin their independence and
achievement training at an early age

7-98, p. 234
Parents of children who develop healthy achievement orientations tend to display all of
the following characteristics except
a. monitoring the child’s progress
b. permitting the child some autonomy in mastering challenges
*c. allowing the child to set her own achievement goals
d. praising the child’s accomplishments

7-99, p. 235
Recent genetically-informed designs (for example, twin studies) reveal that most of the
influence that parents have on their children’s achievement attitudes and readiness for
school reflects
a. hidden genetic effects
b. impacts of such genetically-influenced attributes as child temperament or IQ on
parenting practices
*c. such shared environmental influences as character of the home environment or
patterns of parenting that twin siblings share
d. the quality of attachments that twins had with their parents
e. hidden genetic effects and impacts of such genetically-influenced attributes as
child temperament or IQ on parenting practices

7-100, p. 236
One of the strongest influences on children’s perceptions of their competencies in a
particular domain is
a. their ethnicity
b. their gender
c. social class
*d. their parents’ perceptions of their competencies

186
 Achievement

7-101, p. 236
Parents’ perceptions of their child’s competencies in a particular domain
a. become, over time, a stronger influence on the child’s perceived competence
in that domain than the child’s past achievement performances
b. often affect how they socialize their child
c. can come to influence the child’s future performance in that domain
*d. all of these

7-102, p. 236-237
A parent’s appraisal of her child’s competency in a domain is likely to undermine the
child’s future performance in that domain when
a. the parent’s appraisal is negative
b. the parent favors an entity view of intelligence
c. the parent rejects an entity view of intelligence
*d. the parent’s appraisal is negative and the parent favors an entity view of
intelligence
e. the parent’s appraisal is negative and the parent rejects an entity view of
intelligence

7-103, p. 236-237 WWW

Both Julia and Celia are equally negative about their daughters’ competencies in
mathematics, based on the daughters equally poor math performances. Yet, over the
next two years, Julia’s daughter shows distinct improvements in math whereas Celia’s
daughter does not. Pomerantz and Dong (2006) might explain this result by suggesting
that
a. Julia accepts and Celia rejects an entity theory of intelligence
*b. Julia is more inclined than Celia to send the message that academic
competencies can be improved by working harder
c. both of these
d. none of these

Essay questions

7-1, p. 209-210, 213

What is the need for achievement (n Ach) and how is it measured? Discuss the evidence
to suggest that achievement motivation is meaningfully related to achievement
behavior.

7-2, p. 211-212 WWW

What changes do we see in children's reactions to their successes and failures over the
course of the preschool period?

187
Test Bank for Social and Personality Development, 6th Edition: Shaffer

Chapter 7

7-3, p. 216-218
Weiner proposes that the causal attributions children make about their achievement
outcomes in a given domain affect their future achievement strivings in that domain.
Describe the two major dimensions on which these causal attributions differ and the
implications of each for future achievement strivings.

7-4, p. 219-223
What is learned helplessness? How do Dweck and her colleagues proceed when trying
to convince children to overcome this orientation?

7-5, p. 222 WWW

Discuss the differential implications of providing person praise vs. process praise after
successes for the goals that children adopt in achievement contexts and their willingness
to persist at achievement tasks that they initially fail to master.

7-6, p. 228-229
Jumaine, a talented African-American student, clearly understands his academic lessons
but tends to "choke" on big exams and standardized achievement tests. How could
Claude Steele and associates explain this finding? Describe a possible long-term
implication of the phenomenon Steele describes.
7-7, p. 225-228
You are debating a social critic who claims that underachieving ethnic minorities
underachieve because they are less intelligent and have parents who do not value
academic achievement very highly. Cite at least two lines of evidence that might cause
you to challenge the critic’s explanation of ethnic variations in academic achievement.

7-8, p. 230-231
Describe the factors thought to be important in making compensatory education for
disadvantaged students maximally effective. What could a opponent of compensatory
education say to critics who argue that the benefits of effective compensatory education
do not justify the costs of the programs?

7-9, p. 234-235 WWW

As a new parent, you hope that your child will become a high achiever. What particular
childrearing strategies might you use in accomplishing this objective?

7-10, p. 236-237
Under what circumstances might a parent’s negative appraisal of a child’s competencies
actually undermine a child’s future achievement performance? Justify your answer by
citing relevant research.

188

Visit TestBankBell.com to get complete for all chapters