Test Bank For Motivation Science 1st Edition Edward Burkley Melissa Burkley Isbn 9780134409283 Download

Test Bank for Motivation Science 1st Edition Edward Burkley, Melissa Burkley ISBN: 978013440
Test Bank for Motivation Science 1st Edition Edward

Burkley, Melissa Burkley ISBN: 9780134409283
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Chapter 8
Burkley Test Bank

MUTIPLE CHOICE (60)
1. To say that goals are ___________ means that a goal is a thought housed in your mind.
a. cognitive representations
b. future focused
c. commitments
d. either approach or avoidance based
Answer: A
Topic: Goals
Learning Objective: 8.1.1: Define the term goal
Skill Level: Analyze It
Difficulty Level: Moderate
2. Maria has a goal to become the first person in her family to graduate from law school. This
type of goal is referred to as a(n) ________ goal.
a. structured
b. unstructured
c. approach
d. avoidance
Answer: C
Topic: Goals
Skill Level: Apply What You Know
3. Harry has a goal to prevent his procrastinating on school assignments. This type of goal is
referred to as a(n) ________ goal.
a. structured
b. unstructured
c. approach
d. avoidance
Answer: D
Topic: Goals
Copyright © 2018, 2011, 2008 Pearson Education, Inc. All Rights Reserved
4. Research indicates that people who adopt goals ___________ people who do not adopt goals.
a. perform worse than
b. perform better than
c. perform no differently than
d. have little in common with
Answer: B
Topic: Goals
Learning Objective: 8.1.2: Explain why goals are important
5. Goals direct ___________ toward information that is relevant to the goal and away from
information that is irrelevant.
a. attention
b. motivation
c. expectancy
d. value
Answer: A
Topic: Goals
6. The link between goals and psychological well-being occurs

a. when the goals are approach-oriented.
b. if the goals are highly structured.
c. only if the goals are achieved.
d. regardless of the achievement of goals.
Answer: D
Topic: Goals
7. Internal sources of pressure that push an individual to adapt a goal are referred to as
a. needs.
b. approach goals.
c. avoidance goals.
d. demands.
Answer: A
Topic: Goals
Learning Objective: 8.1.3: Explain the causes of goals
Skill Level: Understand the Concepts
8. Lana has decided to enroll in ballet class. She has a goal of dancing in the Nutcracker Suite.
This goal would be referred to as a(n) ________ goal.
a. demand
b. self-set
c. assigned
d. internal
Answer: B
Topic: Goals
9. External sources of pressure that come from the individual’s environment are called
a. needs.
b. approach goals.
c. avoidance goals.
d. demands.
Answer: D
Topic: Goals
Difficulty Level: Easy
10. Sophia has organized her goals from broad, abstract goals to specific goal actions. She wants
to become an accountant. Her specific goal actions include declaring a major in business,
succeeding in her classes, passing the accounting exam, and obtaining a job with an accounting
firm. Sophia has organized her goals into a
a. hierarchy of needs.
b. goal hierarchy.
c. motivational pyramid.
d. pyramid of needs.
Answer: B
Topic: Goals
Learning Objective: 8.1.4: Explain how goals are structured
Difficulty Level: Difficult
11. According to ___________, goals are often interconnected within a larger system.
a. Goal Systems Theory
b. the Four Motivational Phases
c. Expectancy-Value Theory
d. the concept of multifinality
Answer: A
Topic: Goals
12. The notion that goals vary in the number of different ways that they can be attained is
referred to as
a. equifinality.
b. multifinality.
c. expectancy.
d. value.
Answer: A
Topic: Goals
13. Mara is considering enrolling in an organic chemistry course next semester. She knows that
the course is valuable and will help her career goals, but she doesn’t think she will pass it.
According to Expectancy-Value Theory, Mara will
a. seek out the advice of a trusted mentor.
b. seek out the advice of her peers.
c. not enroll in the course.
d. enroll in the course.
Answer: C
Topic: Goal Features
Learning Objective: 8.2.1: Explain the concepts of expectancy and value with regard to goals
14. According to ___________, people are more likely to pursue a goal when expectancy and
value are high and less likely when they are low.
a. Goal Systems Theory
b. the Four Motivational Phases
c. Expectancy-Value Theory
d. the concept of multifinality
Answer: C
15. An individual’s perceived capability to perform goal-directed behaviors is known as

a. self-efficacy.
b. outcome expectations.
c. subjective assessments.
d. external evaluations.
Answer: A
16. When the benefits of achieving a goal outweigh the costs of pursuing the goal,
a. we adjust our self-efficacy.
b. we adjust our outcome expectations.
c. the value is judged to be low.
d. the value is judged to be high.
Answer: D
17. The level of knowledge and skill required to achieve a goal is known as
a. goal difficulty.
b. levels of aspiration.
c. goal conflict.
d. expectancy value.
Answer: A
Learning Objective: 8.2.2: Explain the concept of difficulty with regard to goals
18. Keisha scored two goals in yesterday’s game. For her next game, she aims to score four
goals. According to Lewin and colleagues, Keisha is demonstrating the
a. second motivational phase.
b. predecisional phase of motivation.
c. paradox of level of aspiration.
d. positive bias.
Answer: C
19. Whenever we have two competing or mutually exclusive goals, Lewin argues we experience
a. goal conflict.
b. approach-orientation.
c. avoidance-orientation.
d. extreme motivation.
Answer: A
20. Goal ___________ refers to how precisely someone defines a goal.

a. expectancy
b. value
c. structure
d. specificity
Answer: D
Learning Objective: 8.2.3: Explain the concept of specificity with regard to goals
21. To improve his writing skills, Carlos sets a goal of writing for 30 minutes every day. His goal
is
a. high in goal specificity.
b. low in goal specificity.
c. high in goal expectancy.
d. low in goal expectancy.
Answer: A
22. ___________ goals facilitate goal achievement.

a. Vague
b. Specific
c. External
d. Internal
Answer: B
23. Research shows that ___________ goals improve motivation and performance.
a. difficult/general
b. difficult/specific
c. easy/general
d. easy/specific
Answer: B
Learning Objective: 8.2.4: Describe the joint effect of difficulty and specificity
24. The results of the study by Locke and colleagues that asked students to list a number of ways
their department could be improved demonstrated that the difficulty level of the goal had
a. no impact on performance, despite the goal being detailed.
b. its strongest impact on performance when the goal was specific.
c. its strongest impact on performance when the goal was general.
d. its strongest impact on performance when the goal was personal.
Answer: B
25. Difficult goals ___________ toward goal pursuit; specific goals provide
a. increase energy and effort; clear direction.
b. decrease energy and effort; clear direction.
c. increase energy; goal-directed effort.
d. decrease energy; goal-directed effort.
Answer: A
26. Jessica has just completed her first ballet class. Her long-term goal is to become a principal
ballerina in New York. This goal is also known as a(n) ________ goal.
a. distal
b. proximal
c. approach
d. avoidance
Answer: A
Learning Objective: 8.2.5: Explain the concept of proximity with regard to goals
27. The tendency for organisms to increase effort as the goal becomes closer is referred to as
a. a distal goal.
b. a proximal goal.
c. the goal-gradient hypothesis.
d. the construal level theory.
Answer: C
28. The idea that distal goals are often thought of in abstract, intangible terms, whereas proximal
goals are thought of in concrete, observable terms is known as the
a. motivational hypothesis.
b. goal-gradient hypothesis.
c. construal level theory.
d. Expectancy-Value Theory.
Answer: C
29. Thought to reside in the left side of the frontal lobe, the ___________ system regulates an
organism’s sensitivity to rewards.
a. behavioral activation
b. behavioral inhibition
c. approach goal
d. avoidance goal
Answer: A
Learning Objective: 8.2.6: Contrast approach goals and avoidance goals
30. Thought to reside in the right side of the frontal lobe, the ___________ system regulates an
organism’s sensitivity to punishment.
a. behavioral activation
b. behavioral inhibition
c. approach goal
d. avoidance goal
Answer: B
31. The BAS seems to be associated with ___________ goals, while ___________ goals are
associated with the BIS.
a. approach; avoidance
b. avoidance; approach
c. structured; unstructured
d. unstructured; structured
Answer: A
32. In addition to motivation, skill level, training, coaching, and access to resources are features
that impact
a. goal level.
b. expectancy.
c. task performance.
d. value
Answer: C
Learning Objective: 8.2.7: Explain how factors other than motivation affect performance
33. If two individuals have comparable skills, training, and resources, then the individual who
sets difficult, ___________ approach goals will likely outperform the individual who lacks these
features.
a. general, distal
b. specific, distal
c. general, proximal
d. specific, proximal
Answer: D
34. Tamara and Courtney have comparable skills, training, and resources. Tamara has set
difficult, specific, proximal approach goals. Courtney has set difficult, general, proximal,
avoidance goals. Who is likely to perform better?
a. Tamara is likely to outperform Courtney.
b. Courtney is likely to outperform Tamara.
c. Neither one has set goals that are likely to impact performance.
d. It depends on which person has more motivation.
Answer: A
35. The process whereby a person forms an intention to strive for a goal is referred to as
a. expectancy.
b. value.
c. goal structure.
d. goal commitment.
Answer: D
Learning Objective: 8.3: Explain the importance of goal commitment in motivation
36. Graham’s career goal is to work with children. He can envision himself achieving this goal in
multiple ways, and when he met with a career counselor, he mapped out three specific
achievement paths. Given this information, we would expect that for Graham, expectancy is
________ committed to this goal.
a. high and therefore he feels less
b. high and therefore he feels more
c. low and therefore he feels less
d. low and therefore he feels more
Answer: B
Learning Objective: 8.3.1: Analyze the causes and consequences of goal commitment
37. People high in ___________ are more likely to perform well on difficult goals, exert effort
toward the goal, and engage in goal-consistent actions.
a. effort
b. commitment
c. thoughtfulness
d. structure
Answer: B
38. The higher a goal is in equifinality, the ___________ an individual is likely to be to it.
a. more committed
b. less committed
c. more emotionally invested
d. less emotionally invested
Answer: A
39. The tendency to focus on a positive future is referred to as

a. mental contrasting.
b. dwelling.
c. indulging.
d. boosting goal commitment.
Answer: C
Learning Objective: 8.3.2: Explain the mental strategies used to boost goal commitment
40. Reid is focusing on his struggles in algebra class. He keeps thinking about all the obstacles
that are preventing him from achieving his goal of earning a high grade in the class. Reid is
engaging in
a. mental contrasting.
b. dwelling.
c. indulging.
d. boosting goal commitment.
Answer: B
41. The process of ___________ involves first imagining the desired positive future and then
imagining the present negative reality.
a. mental contrasting
b. dwelling
c. indulging
d. boosting goal commitment
Answer: A
42. Goal ___________ refers to the positive emotions associated with goal pursuit.
a. satisfaction
b. investments
c. alternatives
d. commitments
Answer: A
Learning Objective: 8.3.3: Describe the factors that make up a commitment to an ongoing goal
43. Goal ___________ refers to the amount of resources people have already put into their goal.
a. satisfaction
b. investments
c. alternatives
d. commitments
Answer: B
44. Goal ___________ refer(s) to the presence of other goals that conflict with the current goal
pursuit.
a. satisfaction
b. investments
c. alternatives
d. conflict
Answer: C
45. When an individual adopts a goal, a ___________ process begins that moves the individual
along the path toward goal fulfillment.
a. complex motivational
b. simple motivational
c. cognitive non-motivational
d. behavioral non-motivational
Answer: A
Topic: The Motivation Process
Learning Objective: 8.4: Analyze the phases of the motivation process
46. Foster announced to his family, “I will graduate from college in 3 years.” Foster has just
ended the ___________ phase by selecting and forming a goal intention.
a. predecisional
b. preactional
c. actional
d. postactional
Answer: A
Learning Objective: 8.4.1: Describe the four motivational phases
47. In the ___________ phase, individuals engage in goal-directed behaviors.

a. predecisional
b. preactional
c. actional
d. postactional
Answer: C
48. Vera wanted to finish within the top three runners in the race; however, she came in fifth.
She is meeting with her trainer to develop a new plan so that she can improve her performance
for the next race in a few months. Vera is in the ________ phase.
a. predecisional
b. preactional
c. actional
d. postactional
Answer: D
49. The ___________ matches the predecisional phase and is characterized by open-mindedness.
a. deliberative mindset
b. implemental mindset
c. approach-approach conflict
d. approach-avoidance conflict
Answer: A
Learning Objective: 8.4.2: Describe the two types of goal mindsets
50. The ___________ matches the actional phase and is characterized by close-mindedness.
a. deliberative mindset
b. implemental mindset
c. approach-approach conflict
d. approach-avoidance conflict
Answer: B
51. A(n) ___________ involves realistic analyses of pros and cons of each goal; a(n)
___________ involves an overly-optimistic view of the selected goal.
a. approach-approach conflict; approach-avoidance conflict
b. approach-avoidance conflict; approach-approach conflict
c. deliberative mindset; implemental mindset
d. implemental mindset; deliberative mindset
Answer: C
52. Goal ___________ occurs whenever we have two competing or mutually exclusive goals.
a. satisfaction
b. investments
c. alternatives
d. conflict
Answer: D
Topic: Goal Conflict
Learning Objective: 8.5: Analyze the concept of goal conflict
53. Whenever we have goal alternatives that interfere with our focal goal, we experience
a. goal conflict.
b. approach-avoidance conflict.
c. goal investments.
d. goal exhaustion.
Answer: A
54. People who experience ___________ are less likely to attain their goals, even when the goal
they fail to achieve was not one of the goals that was in conflict.
a. high goal exhaustion
b. low goal exhaustion
c. low goal conflict
d. high goal conflict
Answer: D
55. Paul has been offered two fantastic jobs. He needs to decide which job offer to accept and is
finding the decision stressful. Paul is facing a(n) ________ conflict.
a. approach-approach
b. approach-avoidance
c. avoidance-avoidance
d. double approach-avoidance
Answer: A
Learning Objective: 8.5.1: Identify the four types of goal conflict
56. Ron is really hungry, but the only food left in his refrigerator is an old sandwich and leftover
pasta. Neither dish looks (or smells) good, but Ron doesn’t have time to go food shopping or to
go to a restaurant. Ron is facing a(n) ________ conflict.
Answer: C
57. April-Joy rented her first apartment. She’s excited to live on her own but is worried about the
work and cost involved in caring for it. Living on her own was an important goal for her, but
now she faces a(n) ________ conflict.
Answer: B
58. Attempts to protect a focal goal by inhibiting alternative goals that conflict or compete with it
are known as
a. goal shielding.
b. prioritization.
c. highlighting.
d. balancing.
Answer: A
Learning Objective: 8.5.2: Explain the concept of goal shielding
59. The tendency to consistently choose the goal highest in priority is known as
a. goal shielding.
b. prioritization.
c. highlighting.
d. balancing.
Answer: B
60. People who experience ___________ can pursue their goal when they need to but then easily
switch to another activity or goal. On the other hand, people who experience ___________ feel
an uncontrollable urge to pursue their goal and are unable to switch if off if they want to focus on
another activity or goal.
a. goal shielding; balancing
b. balancing; goal shielding
c. harmonious passion; obsessive passion
d. obsessive passion; harmonious passion
Answer: C
SHORT ANSWER (8)
1. What does the statement “Goals are cognitive representations” mean? Provide one original
example to illustrate your response.
Topic: Goals
2. What do the terms equifinality and multifinality mean? How are they related?
Topic: Goals
3. What is the difference between distal goals and proximal goals?

Learning Objective: 8.2.5: Explain the concept of proximity with regards to goals
4. What is the difference between approach and avoidance goals?

5. Of the three mental strategies identified in the text, which one is best supported for increasing
goal commitment? Explain why using evidence from the text.
Topic: Goal Commitment

6. What is the theory of planned behavior? To which phases of the goal process is it related?
7. What is goal conflict and how do we protect our focal goal from interfering with alternative
goals?

8. What is the difference between harmonious passion and obsessive passion?

ESSAY (8)
1. What is the difference between needs and demands in terms of goals? Provide one example
for each concept to illustrate your response. Which do you believe has a stronger impact on your
goals and why?
Learning Objective(s) 8.1.3: Explain the causes of goals
2. What is a goal hierarchy? Define and provide an example for each of the three levels. Which
level do you think is most important and why? How does a goal hierarchy help you achieve a
goal?
Learning Objective(s) 8.1.4: Explain how goals are structured
3. What are two important questions that help us understand the role of goal difficulty in goal
achievement? Provide an original example to illustrate each question. Why might some people
pursue more difficult goals while others avoid them?
Learning Objective(s) 8.2.2: Explain the concept of difficulty with regard to goals
4. How are emotions and behaviors regulated by our neuropsychological systems? Identify the
two neuropsychological systems involved and explain how they work with goals to result in
different behaviors. Use concrete examples in your explanations.
Test Bank for Motivation Science 1st Edition Edward Burkley, Melissa Burkley ISBN: 978013440
Learning Objective(s) 8.2.6: Contrast approach goals and avoidance goals
5. What are two mental strategies used to boost goal commitment? Define, compare, and
provide an original example for each strategy.
Learning Objective(s) 8.3.2: Explain the mental strategies used to boost goal commitment
6. What are the four motivational phases? Which one do you believe is most important to
achieving a goal and why? Which do you believe is least important to goal achievement and
why?
Learning Objective(s) 8.4.1: Describe the four motivational phases
7. What is the difference between a deliberative mindset and an implemental mindset? Compare
their definitions and provide an original example to illustrate each term. Which type of mindset
do you believe is more powerful in terms of achieving our goals and why?
Learning Objective(s) 8.4.2: Describe the two types of goal mindsets
8. What are the four types of goal conflict? Provide an original example to illustrate each one.
Which type of conflict do you believe would be the easiest to resolve and why? Which would be
the most difficult to resolve and why?
Learning Objective(s) 8.5.1: Identify the four types of goal conflict
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Test Bank for Motivation Science 1st Edition Edward

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Burkley Test Bank

6. The link between goals and psychological well-being occurs

15. An individual’s perceived capability to perform goal-directed behaviors is known as

20. Goal ___________ refers to how precisely someone defines a goal.

22. ___________ goals facilitate goal achievement.

39. The tendency to focus on a positive future is referred to as

47. In the ___________ phase, individuals engage in goal-directed behaviors.

SHORT ANSWER (8)

3. What is the difference between distal goals and proximal goals?

Topic: Goal Features

4. What is the difference between approach and avoidance goals?

Topic: Goal Features

Topic: Goal Commitment

Topic: The Motivation Process

Topic: Goal Conflict

8. What is the difference between harmonious passion and obsessive passion?

Topic: The Motivation Process

Learning Objective(s) 8.1.3: Explain the causes of goals

Learning Objective(s) 8.1.4: Explain how goals are structured

Learning Objective(s) 8.2.6: Contrast approach goals and avoidance goals

Learning Objective(s) 8.4.1: Describe the four motivational phases

Learning Objective(s) 8.4.2: Describe the two types of goal mindsets

Learning Objective(s) 8.5.1: Identify the four types of goal conflict

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