Explain how self-worth affects motivation. Then describe the motivation of (a) success-oriented students, (b) overstriving students, (c) failure-avoiding students, and (d) failure-accepting students.
What will be an ideal response?
The answer should indicate that because competence contributes to feelings of self-worth, we are motivated to protect self-worth by maintaining a positive feeling of competence. Success-oriented are intrinsically motivated, value learning as opportunity to improve ability, and are not discouraged by failure; overstrivers have hopes for success but fear failure so use strategies to ensure they will outperform others; failure-avoiding use self-handicapping strategies to avoid situations that lead to failure or appearing incompetent; and failure-accepting students neither approach success nor failure because they have learned to accept failure
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A. It is transformative. B. It is emancipatory. C. It is social. D. It is theoretical.
A failure to instruct students in how to avoid the dangers associated with using chemicals is negligence
Indicate whether this statement is true or false.
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A. thinking aloud; B. taking a role; C. pretending one thing is another; D. using talk to manage play
Which of the following questions is not an element in a research-supported conception of formative assessment?
A. Formative assessment is a process, not a test. B. Formative assessment calls for the use of assessment-elicited evidence in making adjustment decisions. C. Formative assessment should be used only by teachers to adjust their ongoing instructional activities. D. Formative assessment must be carefully planned.