How could the relationship between achievement expectancies and eventual success be
strengthened?
A) Develop better assessments of achievement motivation.
B) Better consider how contextual variables (e.g. teacher behavior) may better explain links
between expectancies and outcomes.
C) Develop better achievement outcome measures.
D) Develop better theory explaining the subfacets of achievement motivation.
B
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José is worried that someone is going to break into his house; he checks his locks dozens of times each day and sets up traps to detect the presence of intruders when he is away. It is likely that José has:
A) panic disorder. B) obsessive-compulsive disorder. C) social phobia. D) agoraphobia.
How does the Montessori Preschool Program differ from traditional, structured academic learning?
What will be an ideal response?
Which of the following is the correct order for Piaget's four stages of cognitive development?
a. preoperational, formal-operational, sensory-motor, concrete-operational b. preoperational, sensory-motor, concrete-operational, formal-operational c. preoperational, concrete-operational, formal-operational, sensory-motor d. sensory-motor, preoperational, concrete-operational, formal-operational
Experience-expectant brain growth
A) occurs throughout our lives. B) consists of additional growth and refinement of established brain structures. C) depends on ordinary experiences. D) varies widely across cultures.