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WorksheetsTHINKING
Total questions: 10
Worksheet time: 5mins
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
