final_study_guide_07-1 - HD 216 Final Study Guide Exam...

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HD 216 Final Study Guide Exam Date: May 16, 2007 Time: 2 to 4:30 pm Place: Call Auditorium, Kennedy Hall Exam format: 100 multiple choice questions Material covered on exam: Approximately 50 of the multiple choice questions will focus on lectures and readings since the second prelim (starting with Achievement, March 29). About 50 multiple choice questions will be drawn from major concepts from the material covered on the first two prelims (review your lecture notes, the first two study guides, and the cases). For the material since the second prelim: You should know all of the material covered in lectures starting with Achievement on March 29 (including guest lectures). From the readings , focus on the following questions and issues. In the case of articles on empirical studies you should also be familiar with the methods and findings. Achievement Steinberg, pp. 403-436: What did McClelland mean by need for achievement and fear of failure? Need for achievement is the extent to which an individual strives for success. Fear of failure is a psychological factor that interacts with an adolescent’s need for achievement. In an easy task, it can actually help the adolescent perform, but generally speaking, the stress caused by the fear of failure interferes with performance. 1) Give some examples of self-handicapping strategies and reasons that students would use them. Some examples of self-handicaps are fooling around in class, waiting until the last minute to study, and turning in an incomplete homework. Students would do this so that they have an excuse for failing, and so because this may cause their peers to respect them more rather then doing well in school. 2) What are the differences between intrinsic and extrinsic motivation? Individuals who are intrinsically motivated strive to achieve because of the pleasure they get out of learning and mastering the material. Individuals who are extrinsically motivated strive to achieve because of the rewards they get for performing well and the punishments they receive for performing poorly. 3) What is stereotype threat and how does it influence students’ performance? The stereotype threat is that certain genders or ethnic groups either perform poorly or well based on what they are expected to perform. For example, if a woman is told that woman perform poorly on a test, her score will be lower, then if she was told woman do well on a test because her score partly depends on how she thinks she is expected to perform.
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4) Know the information about Dweck’s achievement motivation model and achievement attributions that was presented in lecture rather than Steinberg’s description. There are four factors that adolescents attribute their performance to: ability, effort, task difficulty, and luck. Those who succeed and attribute their success to internal causes like ability and effort are more likely to approach future tasks confidently opposed ot those who link their success to external causes like luck. Similarly, those who fail and relate it
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final_study_guide_07-1 - HD 216 Final Study Guide Exam...

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