According to Dweck’s mindset theory, which of the following best represents a fixed mindset?

B) “I’m just not good at maths, so I’ll never do well.”

A) “If I work hard, I can improve.”

C) “Mistakes help me learn.”

D) “Effort is more important than intelligence.”

According to Bandura’s concept of self-efficacy, which of the following statements reflects high self-efficacy?

B) “I will keep trying until I master this concept.”

A) “I am not smart enough to solve these problems.”

C) “I always fail at maths, so I won’t even try.”

D) “If I succeed, it’s just because the test was easy.”

A teacher encourages students to set specific and challenging goals. According to research, why is this effective?

B) It improves students’ self-regulation and persistence.

A) It increases students’ external motivation.

C) It ensures students will always succeed.

D) It prevents students from experiencing failure.

Which statement best describes vicarious reinforcement in a classroom setting?

A) A student studies harder after seeing a peer get praised for good grades.

B) A teacher rewards all students equally, regardless of effort.

C) A student avoids a subject because they once failed in it.

D) A student sets long-term academic goals to improve performance.

According to self-determination theory, which classroom strategy can best support students' intrinsic motivation?

A) Encouraging autonomy, mastery, and purpose in learning.

B) Relying only on external rewards for motivation.

C) Making learning highly competitive.

D) Reducing student control over learning choices.

A student performs poorly in exams but excels in hands-on projects. What motivational strategy might help?

A) Providing more practical learning opportunities.

B) Encouraging rote memorisation.

C) Increasing the weight of exam scores.

D) Ignoring their learning preferences.

How can a teacher apply mastery learning in the classroom?

A) Allow students to progress at their own pace.

B) Provide strict grading policies.

C) Focus only on final outcomes, not learning progress.

D) Limit feedback and guidance.

Which of the following demonstrates a growth mindset in a student?

B) “If I work harder, I can improve.”

A) “I will never be good at this.”

C) “I was born good at maths.”

D) “Some people are just naturally talented.”

What is the most effective goal-setting strategy for improving student achievement?

A) Setting specific, proximal, and challenging goals.

B) Setting long-term, vague goals.

C) Setting easy, non-challenging goals.

D) Avoiding goal-setting to reduce pressure.

According to self-determination theory, which classroom practice would likely decrease intrinsic motivation?

B) Using excessive external rewards.

A) Encouraging student autonomy.

C) Providing meaningful learning experiences.

D) Offering constructive feedback.

A student attributes success to luck rather than effort. What might be the consequence?

B) Decreased motivation to improve.

C) Stronger mastery orientation.

D) Greater persistence in challenges.

A student says, “I am bad at science because my parents were bad at it too.” According to attribution theory, this is an example of:

A) Internal-stable attribution.

B) External-uncontrollable attribution.

How can teachers help students shift from a performance orientation to a mastery orientation?

A) Focus on effort and improvement rather than just grades.

B) Give rewards for memorisation and test scores.

C) Emphasise competition among students.

A school implements peer coaching to improve student confidence. According to social cognitive theory, why might this be effective?

A) Students observe and learn from successful peers.

B) It increases competition and pressure.

C) It eliminates the need for intrinsic motivation.

D) It prevents students from developing autonomy.

A teacher wants to use vicarious reinforcement to improve classroom participation. What strategy should they use?

A) Praise students who participate actively, so others feel encouraged.

B) Punish students who do not participate.

C) Give monetary rewards for participation.

D) Set participation as a strict grading criterion.

A student with low self-efficacy in mathematics is most likely to:

B) Seek extra practice and feedback.

C) Take risks in problem-solving.

D) View failure as a learning opportunity.

A student from a high-achieving background performs poorly despite receiving encouragement. Considering cognitive and social perspectives , what might be a possible explanation?

B) The student experiences high pressure, leading to anxiety and avoidance.

A) The student lacks intrinsic motivation.

C) The teacher’s feedback was ineffective.

D) The student has an external locus of control.

How does intrinsic motivation contribute to long-term academic success compared to extrinsic motivation?

A) It leads to deeper learning and higher persistence.

B) It is equally effective as extrinsic motivation.

C) It only works in structured classroom settings.

D) It has no significant impact on learning outcomes.

A school introduces a peer mentorship programme where high-achieving students guide lower-achieving students. Which theory best explains this intervention?

B) Maslow’s Hierarchy of Needs

A teacher uses extrinsic rewards to encourage students. How can this be done without undermining intrinsic motivation ?

A) Use rewards to reinforce effort and mastery rather than just outcomes.

B) Avoid external rewards entirely.

C) Implement a strict reward-and-punishment system.

D) Reward students only based on their final grades.

What is a major challenge in using observational learning in diverse classrooms?

A) Students may misinterpret the behaviour being modelled.

B) Observational learning only works for younger children.

C) It requires direct reinforcement to be effective.

D) It does not apply to academic skills.

How can goal-setting be optimally used to improve student motivation?

A) Setting specific, challenging, and attainable short-term goals.

B) Encouraging students to focus only on long-term goals.

C) Avoiding goal-setting to reduce pressure.

D) Making goals flexible and vague.

A student struggles with maths and believes "I will never be good at it." How can a teacher apply self-efficacy theory to improve this student’s performance?

A) Encourage the student to practise problems in a supportive setting.

B) Ignore their concerns and focus on the syllabus.

C) Reduce the difficulty of tasks.

D) Provide rewards for every correct answer.

A teacher notices that a student performs well in group activities but poorly on individual assignments . What motivational strategy could be effective?

A) Encouraging collaborative learning and self-regulation.

B) Removing all teamwork activities.

C) Using only individual assessments.

D) Providing strict extrinsic rewards for independent work.

A student lacks motivation despite having the ability to succeed . What approach should a teacher take based on attribution theory ?

A) Help the student see effort as a controllable factor in success.

D) Focus only on performance outcomes.

In what situation would extrinsic motivation be beneficial in learning?

A) When students initially lack interest in a subject.

B) When students are already intrinsically motivated.

C) When learning requires deep engagement.

D) When goal-setting is not necessary.6

CPS2213 EDUCATIONAL PSYCHOLOGY TEST CLO3

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CPS2213 EDUCATIONAL PSYCHOLOGY TEST CLO3

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Other

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Medium

Afiq (FPSS)

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Show all answers

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Which of the following best describes the behavioral perspective on motivation?

A) Students are naturally motivated to learn.

B) External rewards and punishments drive motivation.

C) Social relationships influence learning motivation.

D) Cognitive processing determines motivation.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

According to Maslow’s Hierarchy of Needs, why might a child from an abusive household struggle academically?

A) Their self-actualisation is not fully developed.

B) Their basic physiological and safety needs are unmet.

C) They have not yet developed intrinsic motivation.

D) They lack positive social reinforcement.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

The cognitive perspective of motivation focuses on:

A) The use of rewards and punishments.

B) The importance of self-efficacy, goal-setting, and personal beliefs.

C) Observing the success of peers.

D) The effects of environmental stimuli.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

What is the main difference between intrinsic and extrinsic motivation?

A) Intrinsic motivation is driven by personal interest, while extrinsic motivation is driven by external rewards.

B) Extrinsic motivation results in better long-term learning.

C) Intrinsic motivation requires external validation.

D) Extrinsic motivation only works in younger children.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Attribution theory suggests that students try to understand:

A) The causes of their successes and failures.

B) The effectiveness of classroom rewards.

C) The role of social relationships in learning.

D) The cognitive strategies for memory retention.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

A student blames failing a test on an “unfair teacher” rather than their own lack of preparation. This reflects:

A) Internal locus of control.

B) External locus of control.

C) Fixed mindset.

D) Growth mindset.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

In Bandura’s reciprocal determinism model, which of the following best illustrates the relationship between personal, behavioral, and environmental factors?

A) A student’s self-efficacy influences their academic success, which affects perception of others.

B) Learning is purely influenced by external stimuli.

C) Motivation and success are independent of each other.

D) Behaviour is only a result of rewards and punishments.

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CPS2213 EDUCATIONAL PSYCHOLOGY TEST CLO3

40 questions

Which of the following best describes the behavioral perspective on motivation?

According to Maslow’s Hierarchy of Needs, why might a child from an abusive household struggle academically?

The cognitive perspective of motivation focuses on:

What is the main difference between intrinsic and extrinsic motivation?

Attribution theory suggests that students try to understand:

A student blames failing a test on an “unfair teacher” rather than their own lack of preparation. This reflects:

In Bandura’s reciprocal determinism model, which of the following best illustrates the relationship between personal, behavioral, and environmental factors?

A student who believes they cannot succeed in maths and thus avoids practising demonstrates:

According to Dweck’s mindset theory, which of the following best represents a fixed mindset?

In observational learning, which step involves the learner actively practising the behaviour they observed?

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