#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 teachers:
A. Praise students for keeping their minds on their schoolwork.
B. Focus students’ attention on challenging performance goals.
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 one:
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 it.
D. Students with social or behavioral problems rarely have as much debilitating anxiety as their classmates.