Introduction to Self-Determination Theory Week 4 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 4
Total – 25 Questions

Question 1. Which of the following is NOT an example of an intrinsic goal or aspiration:

(A)  Attaining a prominent, high status place within one’s community

(B)  Personal growth and learning

(C)  Maximizing one’s health

(D) Forming meaningful relationships

Question 2. Which of the following is NOT true of the intrinsic aspiration for meaningful relationships?

(A)  Meaningful relationships are highly predictive of overall well-being in one’s personal life, but within the workplace, relationships have little to no impact on well-being.

(B) The positive impact of meaningful relationships on well-being is enhanced when these relationships also support autonomy and competence.

(C) The pursuit and achievement of this goal (compared to other goals) most effectively enhances wellness.

(D) Meaningful relationships are universally rated as the most important value.

Question 3. Helping behavior is most beneficial to the helper when:

(A)  The helping behavior takes only minimal effort.

(B)  The helper expects reciprocity, or help to be returned by the recipient in the future.

(C)  The helping behavior is autonomously undertaken.

(D) One is helping someone with whom one is already in a close relationship.

Question 4. Martela and Ryan (2016) conducted a study in which they examined the impact of helping others with whom one would never come into direct contact. All participants played a fun computer game. Half were told that high scores would result in automatic donations of rice to the needy while the other half simply played the game. Results of this study suggest that:

(A)  Playing the computer game was much more fun and need satisfying when participants did not have to concern themselves with whether and how much rice to donate to needy people.

(B)  Those who were able to donate rice to needy people reported experiencing higher need satisfaction, vitality, and well-being than those who did just played the game and did not have the opportunity to donate.

(C)  Because participants in the helping condition of this study did not choose to do so (the donating was automatic), they actually experienced less autonomy than those in the simple game-play condition.

(D) The positive impacts of helping behavior only occur when the participant can see or talk to the recipient of help and therefore have relatedness needs met.

Question 5. Which of the following statements best describes the relation between relatedness and autonomy?

(A)  There is no relation between relatedness and autonomy. The two vary independently.

(B)  Autonomy and relatedness are oppositional to one another- you must give up some autonomy to have a good relationship with someone else.

(C)  Each is essential to the other.

(D) Both are basic psychological needs, but cannot be fulfilled within the same context or relationship.

Question 6. La Guardia, Ryan Couchman, & Deci (2000) examined variability in attachment across different relationships. Results of this study indicated that:

(A)  There is greater variation within individuals’ attachment security across different relationships than there is overall attachment style between individuals

(B)  On average, people were more secure with their mothers than with their fathers.

(C)  Autonomy support was more effective in promoting attachment security when it was provided by mothers as compared to fathers.

(D) All of the above are correct.

(E)   Only the first two answers are correct

Question 7. Examining variability in “Big 5” traits, Lynch, La Guardia, & Ryan (2009) found that participants reported:

(A)  Similar levels of all of the Big 5 traits across different relationship contexts.

(B)  Greater extroversion, openness, and agreeableness, and less conscientiousness and neuroticism in autonomy supportive compared to controlling relationships.

(C)  Greater extroversion, openness, and agreeableness, and conscientiousness, and less neuroticism in autonomy supportive compared to controlling relationships.

(D) Different levels of the Big 5 traits in autonomy supportive relationships than they did when they were with controlling others, but whether these traits increased or decreased depended on the individuals’ intrinsic values.

Question 8. Weinstein, Hodgins, & Ryan (2010) brought pairs of people into the lab and asked them to play “charades” (an interactive game) together. Which of the following best describes the results of their study?

(A)  Non-conscious primes of autonomy increase closeness and attunement between strangers, and also led pairs to perform better at the charades task.

(B)  Non-conscious primes of autonomy increase closeness and attunement between strangers, but did not improve performance.

(C)  Priming autonomy increased the closeness, creativity, and performance of the pair only when the two were already acquainted. Priming autonomy had no effect on pairs of stranger.

(D) People must consciously think about autonomy for their behavior to be impacted. Unconscious priming of autonomy does not change behavior.

Question 9. According to SDT research and theory which of the following best characterizes the role of parents in their children’s growth and development?

(A)  Parent’s influence on their children’s development is primarily biological.

(B)  The extent to which parents support their children’s basic psychological needs critically influences their social and psychological adjustment.

(C)  Parents play an important role in their children’s social development by teaching and enforcing social norms.

(D) Peers have a much stronger influence on development than do parents.

(E)  Temperamental styles are passed town from parents to children that influence social adjustment and well-being.

Question 10. Which of the following is NOT an example of a need supportive parenting behavior?

(A)  Devon often works the night shift so that he can be home to spend time with his daughter everyday after school.

(B)  John likes to know where his 16 year-old daughter is at all times. He asks her to text photos of where she is to prove she’s really there.

(C)  Susan asks her daughter whether she would like to work on her homework before or after she has a snack.

(D) Leigh tells her son that he is in a time out because that is the consequence for hitting his brother. She explains that he can leave his room when he has calmed down and is ready to make-up with his brother and play nicely.

Question 11. Grolnick & Ryan’s (1989) identified three forms of parental need support: Involvement, structure, and autonomy support. From this perspective, which of the following is an example of structure:

(A)  Slowly introducing your child to new activities and challenging so that they can build their skills.

(B)  Setting specific expectations and goals for your children and then doing everything you can to ensure they achieve them.

(C)  Praising your child when she/he is being “good”.

(D) All of the above.

Question 12. Which of the following is NOT true about Vasquez and colleagues’ (2016) meta-analysis examining the effects of parent autonomy support?

(A)  Autonomy support had only short-term effects on children’s motivation.

(B)  The findings of this study were based on examining and summarizing many other studies.

(C)  Parental autonomy support is associated with better mental health and well-being.

(D) Results indicated that parental autonomy support is related to children being more committed to their studies and performing better in school.

Question 13. Why are parents often controlling?

(A)  Because they learned these behaviors from their own controlling parents.

(B)  Because they are trying to keep their children safe from potential threats.

(C)  Because they think this will make their children more successful.

(D) All of the above.

Question 14. The tiger mom approach

(A)  undermines autonomy

(B)  is practiced by most Chinese-American families

(C)  produces the best performance outcomes in children

(D) All of the above.

Question 15. Within SDT the “self” is defined as:

(A)  A synthetic function or integrative process

(B)  The combination of roles one occupies

(C)  A set of labels and concepts one applies to themselves

(D) The physical embodiment of a person

Question 16. Which of the following statements about identities is FALSE?

(A)  Identities are informed by one’s natural interests, values, and talents.

(B)  Identities are informed by social and parental pressures.

(C)  Well-integrated identities enhance basic need satisfaction

(D) By definition identities are always authentic.

Question 17. Which of the following statements best characterizes the relation between identities and well-being?

(A)  Adopting an identity because it is valued by one’s parents is strongly associated with increased well-being.

(B)  Individuals with just a few, well-formed identities report the greatest well-being.

(C)  Individuals with a greater variety of identities report greater well-being.

(D) Autonomous endorsement and integration of one’s various identities is associated with the greater well-being.

Question 18. Ryan, Rigby, and King’s (1993) study of people’s motivations for religiosity suggests that:

(A)  On average, religious people report higher well-being than non-religious people.

(B)  People who reported a stronger religious belief s, also reported higher well-being.

(C)  People whose Christian identity was integrated reported greater well-being than those whose identity was introjected.

(D) The majority of Christians engage in religious services and acts for introjected reasons.

Question 19. Which of the following best describes the trajectory of motivation over the school years?

(A)  Children enter school with a high level of intrinsic motivation for learning, but this generally decreases over the years they are in school.

(B)  Most students experience an increase in intrinsic motivation in high school when they have a better sense of what kind of career they want.

(C)  Children’s intrinsic motivation tends to increase until middle school and then drop off sharply in high school.

(D) As long as teachers are not too controlling, children’s intrinsic motivation for learning increases each year they are in school.

Question 20. Which statement about autonomy support from teachers is true:

(A)  Day-to-day fluctuations in how autonomy supportive a teacher is impacts student’s interest each day.

(B)  A teacher’s overall autonomy support in the classroom is related to their student’s overall level of interest.

(C)  Student’s motivation can shift dramatically year to year as they are taught by different teachers who vary in their level of autonomy support.

(D) All of the above are true.

Question 21. Which of the following statements is consistent with SDT research and theory on education and learning?

(A)  Upholding strict standards in the classroom is the best way to promote learning.

(B)  Because children enter school with very little intrinsic interest in learning, it’s up to teachers to create a drive for learning.

(C)  Humans have an evolved interest in exploring and learning about their environment. It is this intrinsic motivation that is the engine of learning.

(D) There are very few studies examining educational outcomes from an SDT perspective.

Question 22. SDT research on employee engagement is important because:

(A)  Most people spend a significant portion of their lives working and their experiences at work impact their overall well-being and satisfaction with life.

(B)  Lack of engagement leads to employee turnover, which costs companies money.

(C)  When employees are engaged, they and the company perform better.

(D) All of the above.

Question 23. Baard, Deci, & Ryan’s (2004) study of need satisfaction in two work settings showed that:

(A)  Autonomy support from supervisors was important to the well-being and performance of employees at a Fortune 500 company, but not for Wall Street

(B)  Autonomy-supportive managers at a Fortune 500 company had employees who were less stressed and more satisfied at work and had greater trust in the organization.

(C)  When Wall Street bankers had autonomy-supportive managers they reported greater well-being, but made less money for their company.

(D) Whether autonomy support has a positive impact on performance and well-being depends heavily on the specific industry.

Question 24. Which of the following is true of SDT workplace interventions:

(A)  It takes intensive, long-term training to teach managers to be more autonomy supportive.

(B)  While interventions tend to help some employees increase their well-being, such interventions rarely have a recognizable company-wide impact

(C)  Evidence suggests that just a few weeks of training can increase the autonomy support provided by managers and in turn increase employee job satisfaction.

(D) SDT interventions often involve increasing the pay of employees in order to increase their motivation and productivity.

Question 25. Olafsen and colleagues (2015) examined the impact of both pay and need support from managers on employees’ outcomes.

(A)  Increasing pay had no impact on employee’s motivation or perceptions of fairness at work.

(B)  Increasing pay lead to increased perceptions of fairness at work, but did not impact basic need satisfaction.

(C)  Increasing pay lead employees to perceive fairness at work and to experience greater basic need satisfaction.

(D) When managers were autonomy supportive, employees believed that their pay should be higher.

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