#1 Even in the best of schools, students will
inevitably encounter “controlling” circumstances that may undermine
intrinsic motivation; end-of-semester grades, academic
competitions, district-mandated achievement tests, and requirements for college
admission are just a few examples. As a way of helping to maintain students’
intrinsic motivation under such circumstances, the textbook recommends that
A. Praise students for keeping their minds on their
B. Focus students’ attention on challenging performance
C. Tell students to close their eyes and imagine that they are
working in an environment in which such external controls do not exist.
D. Remind students that the most important thing to keep in mind
is the value of school tasks in and of themselves.
#2 Three of the following statements are true with regard to
students who have special educational needs. Which one is false? Select
A. Students who are gifted may engage in self-handicapping if
they have close friendships with low achievers.
B. Students with general delays in cognitive functioning tend to
give up easily when they encounter difficulty on a task.
C. Students with learning disabilities and other specific
cognitive disabilities are often reluctant to ask for help when they need
D. Students with social or behavioral problems rarely have as
much debilitating anxiety as their classmates.
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