Introduction to Self-Determination Theory Week 2 Final Exam Quiz Answers

 

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.

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