Motivation And Volition at TU München | Flashcards & Summaries

Lernmaterialien für Motivation and Volition an der TU München

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Atkinson conceptualized the _____ as a force within the person to prefer and to seek out achievement situations, and the _____ as a force within the person to escape from (or be anxious about) achievement situations.

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motive for success; motive to avoid failure

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The environmental incentive that activates the emotional and behavioral potential of the implicit motive for achievement is:

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doing something well to show personal competence

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When presented with a _____, people generally experience not only positive emotions like hope that energize their approach behavior but also negative emotions like anxiety that energize their avoidance behavior.

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standard of excellence

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The impetus (desire) to do well relative to a standard of excellence for an achievement-oriented individual involves:

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all of the above

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The arousal of the need for achievement readies the individual to:

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pursue entrepreneurial behaviors

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A _____ is any challenge to the person’s sense of competence that ends with an objective outcome, such as success or failure, win or lose, and correct or incorrect.

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standard of excellence

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n Atkinson's formula to predict achievement-related behavior (Ts = Ms x Ps x Is), 

Ms represents:

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all of the above

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In Atkinson's formula to predict achievement-related behavior (Ts = Ms x Ps x Is), 

if Ps = 0.75, then Is = 

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0.25

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Which of the following is not an environmental condition that satisfies the need for achievement?

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success feedback

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According to Goal Setting Theory, setting goals in an achievement context will lead to greater outcome. Which of the following statements is NOT true with respect to the relation between goals and outcomes?

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Goals most often reduce the complexity of a task, making the task easier, subsequently leading to higher output.

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_____ refers to how clearly a goal informs the performer precisely what he or she is to do.

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Goal specificity

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On average, people show ____________ when they face a standard of excellence, such as trying to become class valedictorian

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both positive and negative emotions

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Q:

Atkinson conceptualized the _____ as a force within the person to prefer and to seek out achievement situations, and the _____ as a force within the person to escape from (or be anxious about) achievement situations.

A:

motive for success; motive to avoid failure

Q:

The environmental incentive that activates the emotional and behavioral potential of the implicit motive for achievement is:

A:

doing something well to show personal competence

Q:

When presented with a _____, people generally experience not only positive emotions like hope that energize their approach behavior but also negative emotions like anxiety that energize their avoidance behavior.

A:

standard of excellence

Q:

The impetus (desire) to do well relative to a standard of excellence for an achievement-oriented individual involves:

A:

all of the above

Q:

The arousal of the need for achievement readies the individual to:

A:

pursue entrepreneurial behaviors

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Q:

A _____ is any challenge to the person’s sense of competence that ends with an objective outcome, such as success or failure, win or lose, and correct or incorrect.

A:

standard of excellence

Q:

n Atkinson's formula to predict achievement-related behavior (Ts = Ms x Ps x Is), 

Ms represents:

A:

all of the above

Q:

In Atkinson's formula to predict achievement-related behavior (Ts = Ms x Ps x Is), 

if Ps = 0.75, then Is = 

A:

0.25

Q:

Which of the following is not an environmental condition that satisfies the need for achievement?

A:

success feedback

Q:

According to Goal Setting Theory, setting goals in an achievement context will lead to greater outcome. Which of the following statements is NOT true with respect to the relation between goals and outcomes?

A:

Goals most often reduce the complexity of a task, making the task easier, subsequently leading to higher output.

Q:

_____ refers to how clearly a goal informs the performer precisely what he or she is to do.

A:

Goal specificity

Q:

On average, people show ____________ when they face a standard of excellence, such as trying to become class valedictorian

A:

both positive and negative emotions

Motivation and Volition

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