Introduction to Self-Determination Theory Coursera Final Exam Quiz Answers | An approach to motivation, development and wellness Coursera Quiz Answers
Module 2
Total - 27
Questions
Question 1. Extrinsic motivation:
(A) Involves engaging in a behavior for the sake of achieving some other outcome.
(B) Is highly stable and is a strong predictor of
persistence over time.
(C) Always involves some material or monetary
reward.
(D) All of the
above are true of extrinsic motivation
Question 2. Which of the following is NOT an example of
extrinsic motivation?
(A) Marcus going to class because he wants to do
well on the exam and ultimately earn his bachelors degree.
(B) Jim quitting the baseball team because everyone
plays at a much higher level than he does and honestly, he doesn't care about
baseball anyway. He would much rather spend his time pursuing other interests.
(C) Sarah going to a kick-boxing class because she
wants to learn how to better defend herself should the need arise.
(D) James
going to the gym five days a week because he wants to get in shape to “impress
the ladies”
Question 3. Within Self-Determination Theory, the term
amotivation refers to:
(A) A lack of motivation due to the task not being
relevant to, or valued by the person or because it is outside of their range of
ability.
(B) When a person is told to do something that
they do not want to do so they react and do the opposite.
(C) The type of motivation that occurs when
punishment is salient.
(D) The type
of motivation that comes from outside the person.
Question 4. The maintenance and transfer problem refers to
the phenomenon whereby:
(A) It is difficult to remain in a highly
motivated state. Without maintaining a high level of effort people will return
to a state of amotivation.
(B) It is extremely difficult to move between the
various forms of motivation on the continuum of relative autonomy.
(C) Extrinsic motivation, and in particular
external regulation, is only effective so long as reward structures are in
place.
(D) Intrinsic
motivation fizzles out overtime as people loose their initial interest in the
activity.
Question 5. According to the motivational continuum,
engaging in an activity because you consciously value it and believe it to be
personally important is called?
(A) Intrinsic motivation
(B) Introjection
(C) Integration
(D) Identification
Question 6. Which of the following student’s
responses is the best example of external regulation for doing schoolwork?
(A) Simone who says, “I do all my homework every
night because I get a horrible, guilty feeling if I don’t finish it all.”
(B) Michael who says, “I’ve been working a lot harder
in school lately because my dad said I can get a dirt bike if I don’t get any
C’s on this report card!”
(C) Dominique who says, “I work hard because
learning is something that I value. It’s important to me to learn about the
world around me.”
(D) All of the
above are examples of external regulation
Question 7. The term relative autonomy refers to:
(A) The idea that we have a combination of motives,
but that these can be summarized into a relative autonomy score.
(B) The demonstrated phenomenon that people tend
to exhibit the greatest levels of autonomy when with their family.
(C) The idea that amount of autonomy one
experiences increases over the lifespan.
(D) The idea
that the amount of autonomy one experience depends solely on the features of
the environment in which one is currently immersed.
Question 8. Yamauchi and Tanaka (1998) conducted a study
of Japanese school children’s motivations for doing schoolwork. Results of this
study indicate that:
(A) Identified motivations for doing schoolwork
were related to greater valuing of learning, but unrelated to depth of
processing.
(B) Both introjected and intrinsic motives were
significantly related to less work avoidance.
(C) Students who did their work because of
external regulation showed greater avoidance of work and a lower valuing of
school, but didn’t show any decrements in depth of learning compared to those who
displayed identified and intrinsic motives for schoolwork.
(D) Identified and
intrinsic motives were both related to greater valuing of learning, less work
avoidance, and deeper processing.
Question 9. Yamauchi and Tanaka (1998)’s study
indicates that which of the following self-regulatory styles is most strongly
correlated with performance orientation, or the focus on doing better than
others.
(A) Introjected
(B) Identified
(C) External
(D) Intrinsic
Question 10. Standage, Sebire, & Loney (2008)’s study
of motivations for exercise found that:
(A) Introjected regulation led people to exercise
more, but enjoy it less because they were just doing it to avoid feeling
guilty.
(B) Both identified regulation and intrinsic motivation
predicted actually exercising over the next week.
(C) More autonomous forms of motivation (intrinsic
motivation and identified regulation) predicted greater enjoyment of exercise,
but were not related to the amount of exercise participants engaged in.
(D) Although
external regulation predicted exercising more at the beginning of the week,
this effect reversed by the end of the week and external regulation was related
to less exercise.
Question 11. Results of Güntert’s (2015) study of Swiss
insurance workers suggest that:
(A) Although external regulation (i.e. just going
to work for the paycheck) is related to decreased job satisfaction, it is also
related to lower turnover intentions as individuals continue to be incentivized
by the paycheck.
(B) Greater organizational altruism, or
giving back in the workplace, was only associated with more autonomous forms of
motivation.
(C) Job satisfaction, but not turnover intentions,
was associated with more autonomous forms of motivation.
(D) All of the
above statements are correct.
Question 12. Taking other people’s “internal frame of
reference” into account means that you are:
(A) The recognition that you will never truly
understand what another person is experiencing.
(B) Understanding the other person in terms of
your own experiences.
(C) Trying to understand their perspective and the obstacles to motivation they may face.
(D)
Recognizing that they are the director of their own actions.
Question 13. Which of the following is NOT a good strategy
for supporting autonomy?
(A) Explaining the reason why a behavior must be
performed.
(B) Being empathic to the experience of the other
person.
(C) Offering meaningful choices.
(D) Providing instructions that
detail every aspect of how a task is to be performed.
Question 14. The finding that the responses to the item
“my teacher likes me” is strongly predictive of internalization illustrates
that:
(A) Appreciating and caring about others can facilitate intrinsic motivation.
(B) Students are not very accurate in their
perceptions of their teachers’ attitudes.
(C) Warmth and caring are critical to intrinsic
motivation, but only in school-aged children.
(D) Autonomy
support is the primary ingredient in intrinsic motivation.
Question 15. Facilitating internalization is
important because:
(A) Higher quality motivation results in better well-being and
performance.
(B) Without internalization people would be in a
completely amotivated state.
(C) No learning can occur without internalization.
(D) All of the
above are correct.
Question 16. Ingredients for a facilitating
environment include supports for all of the following, EXCEPT:
(A) Relatedness
(B) Control
(C) Competence
(D) Autonomy
Question 17. In their cross-cultural study of Russian and
U.S. adolescents Chirkov and Ryan (2001) were primarily interested in testing
which of the following hypotheses?
(A) That on average U.S. parents are more autonomy
supportive than Russian parents.
(B) That for students in both countries autonomy support from teachers
and parents is related to higher quality motivation, better learning outcomes,
and greater mental health.
(C) That having autonomy supportive parents will
have a greater impact on a child’s quality of motivation and learning than will
having an autonomy supportive teacher.
(D) That
having an autonomy supportive teacher is more important to quality learning for
American students than it is for Russian students.
Question 18. Williams, Rodin, Ryan, Grolnick, and Deci’s
(1998) study of medication-adherence found that:
(A) Patients of physicians who were controlling
were actually more likely to take their medication as prescribed.
(B) Patients who said that they were taking their
medication because their physician “told them they must” were the most likely
to take their medication as prescribed.
(C) Having an autonomy supportive physician
predicted medication adherence at the 2-day follow up, but the effect had
disappeared after 14-days.
(D) Autonomy support from the
physician predicts autonomous motivation, which in turn predicts overall
adherence.
Question 19. According to Evans and Bonneville-Roussy’s
(2015) study of university musicians, having more autonomous forms of
motivation is related to which outcome:
(A) Practicing more frequently
(B) Practicing
more difficult pieces
(C) Reporting
higher-quality practice
(D)All the above
Question 20. Yu, Li, Wang, Zhang’s study of Chinese students
making the transition into seventh grade provides an empirical example of:
(A) How satisfaction of basic psychological needs
leads to both high quality motivation and greater well-being.
(B) How greater need satisfaction may, at times,
be associated with experiencing more symptoms of depression and anxiety.
(C) How school
engagement is unrelated to anxiety and depression.
(D) How
teachers in China are less autonomy supportive compared to teachers in the U.S.
Question 21. Results of Baard, Deci, & Ryan’s (2004) study
of Wall Street bankers suggest that:
(A) Receiving autonomy support from managers was
related to greater need satisfaction at work, which in turn predicted better
work performance but was unrelated to well-being.
(B) Because Wall Street bankers are typically
extrinsically motivated (e.g. in it for the money), receiving autonomy support
from their managers has little to no impact on the quality of their work
performance.
(C) Autonomy support is especially important for
Wall Street bankers because they are generally extrinsically motivated. Results
indicated that autonomy support had a greater impact on the motivation and
well-being of these individuals when compared to those in professions like
teaching and nursing.
(D) Receiving
autonomy support from managers was related to greater need satisfaction at
work, which in turn predicted better work performance and well-being.
Question 22. According to SDT, wellness and/or full
functioning can be represented as:
(A) The experience of being open and non-defensive
(B) The ability
to find meaning in both positive and negative events.
(C) The feeling
of energy and vitality
(D)All of the above
Question 23. Aristotle’s view of wellness includes all of
the following EXCEPT:
(A) The concept of eudaimonia or flourishing
(B) A person is living well when they are pursuing
their excellence and actualizing their potentialities.
(C) Happiness comes from hedonic pleasures.
(D) The idea
that individuals who are actualized and living their potential will also obtain
the most happiness.
Question 24. Chirkov, Ryan, Kim, & Kaplan’s (2003)
findings in their cross-cultural study of well-being indicate that:
(A) The relation between basic
psychological need satisfaction and well-being is the same regardless of
whether that culture is collectivistic or individualistic in orientation.
(B) Basic psychological need satisfaction was NOT
related to self-reported well-being among participants in collectivistic
cultures.
(C) Individualistic cultures, like the U.S. are
better capable of supporting autonomy than collectivistic cultures.
(D)There may
be more than 3 basic psychological needs in some cultures.
Question 25. The study by Chen, Vas Assche, and colleagues
(2015) of well-being among individuals in South Africa showed that:
(A) Financial safety has no impact on well-being.
(B) While financial safety was related to greater
well-being, this effect was smaller than the impact of basic need satisfaction
on well-being.
(C) In this poor population, family income was the
strongest predictor of well-being.
(D)Financial
safety and basic need satisfaction were equally strong predictors of well-being
in this sample.
Question 26. Diener, Ng, Hartnery, & Arora (2010)
examined the relation between wealth and happiness around the world. Results of
their study indicate that:
(A) Factors like income and owning luxury
possessions have no relation to measures of positive and negative affect.
(B) Positive affect is much higher in wealthy
nations compared to poorer nations.
(C) The impact of having one’s basic psychological
needs met has a much greater impact on positive and negative affect than
indices of wealth.
(D) What is
important in determining positive and negative affect is not objective income,
but relative income, or how much one has in relation to others in one’s
community.
Question 27. Chen and colleagues’ (2015) examined basic
need satisfaction across four different cultures, Peru, Belgium, China, and the
U.S. What did these authors find in relation to the valuation of basic
psychological needs?
(A) Satisfaction of
the three basic psychological needs was strongly related to wellness in all
four countries
(B) The relation between need satisfaction and
wellness was strongest in countries that valued autonomy.
(C) The relation between need satisfaction and
wellness was strongest among individuals who expressed value for and a desire
to fulfill these needs.
(D) All of the above statements are correct.
Introduction to Self-Determination Theory Coursera Final Exam Quiz Answers | An approach to motivation, development and wellness Coursera Quiz Answers
Introduction to Self-Determination Theory Module 1 Final Exam Quiz Answers
Introduction to Self-Determination Theory Module 2 Final Exam Quiz Answers
Introduction to Self-Determination Theory Module 3 Final Exam Quiz Answers
Introduction to Self-Determination Theory Module 4 Final Exam Quiz Answers
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