THINKING

1. Sara feels demotivated to study after failing a test, even though she understands the topics. Which psychological factor explains her lack of motivation?

• a) Functional fixedness
  

• b) Learned helplessness
  

• c) Trial and error
  

• d) Insight

2. Which of the following best illustrates a person using heuristics when motivated but stuck due to lack of creativity?

• a) Following a known formula repeatedly even when it fails
  

• b) Generating many possible solutions
  

• c) Testing each solution logically step by step
  

• d) Ignoring the problem completely

3. A student procrastinates because they think studying is useless. Which barrier to thinking is involved here?

• a) Mental set

• b) Low self-efficacy
  

• c) Convergent thinking
  

• d) Functional fixedness

4. Which of the following is an effective cognitive strategy to overcome lack of motivation?

• a) Setting overly ambitious goals to push oneself
  

• b) Breaking tasks into smaller steps and rewarding progress
  

• c) Avoiding challenging tasks until the last minute
  

• d) Focusing only on tasks one likes

5. A person has many ideas for a project but does not implement any due to lack of motivation. Which aspect of thinking is most affected?

• a) Divergent thinking
  

• b) Logical reasoning
  

• c) Inductive reasoning
  

• d) Deductive reasoning

6. Analyze why repeated failure can lead to lack of motivation and poor problem-solving.

• a) It increases curiosity and exploration
  

• b) It creates a belief that effort is useless, reducing persistence and initiative
  

• c) It improves attention span for future tasks
  

• d) It strengthens logical reasoning

7. A student starts a project only after breaking it into small steps and rewarding each step. Which principle is being applied to overcome lack of motivation?

• a) Intrinsic motivation and goal-setting
  

• b) Functional fixedness
  

• c) Trial-and-error
  

• d) Mental set

8. Compare how low self-efficacy and learned helplessness contribute to lack of motivation.

• a) Both enhance problem-solving

• b) Low self-efficacy is a belief in inability; learned helplessness develops after repeated failures, reducing effort
  

• c) Both encourage divergent thinking
  

• d) Neither affects thinking

9. A student avoids brainstorming ideas for a project, saying “It won’t make any difference anyway.” Which cognitive effect explains this behavior?

• a) Functional fixedness
  

• b) Lack of intrinsic motivation
  

• c) Convergent thinking
  

• d) Deductive reasoning

10. Evaluate why setting small, achievable goals is more effective in overcoming lack of motivation than trying to complete a large task at once.

• a) It gradually builds confidence, provides a sense of accomplishment, and sustains effort
  

• b) It delays the main task indefinitely
  

• c) It avoids any planning or reflection
  

• d) It reduces attention and focus