Learner as an Individual — II (Motivation, Self-concept, Emotions) — Hard

Q1. Read the two statements and choose the correct option. Statement I: Thorndike's Law of Readiness says that a 'satisfying' act is what produces readiness, irrespective of maturation. Statement II: Thorndike places the Law of Readiness alongside the Laws of Effect and Exercise; readiness sets up the conditions in which 'effect' (satisfaction) actually strengthens the connection.

• A. Both Statements I and II are correct
• B. Statement I is correct; Statement II is incorrect
• C. Statement I is incorrect; Statement II is correct
• D. Both Statements I and II are incorrect

Q2. A Class VI teacher in a flood-displaced school finds that hungry, frightened children fail to engage with her well-designed self-esteem project. Using Maslow's hierarchy, the best explanation is that

• A. self-esteem and self-actualisation needs emerge only after physiological and safety needs are reasonably met
• B. hungry children always show stronger esteem motivation than fed children
• C. Maslow's pyramid is inverted in disaster contexts — top needs come first
• D. the project failed because the children lacked aptitude for self-reflection

Q3. Drives can be biological or socio-psychological. Which of the following is the only socio-psychological drive in the list?

• A. thirst
• B. hunger
• C. rest
• D. need for recognition by peers

Q4. Assertion (A): Motivation is a necessary condition for upper-primary classroom learning. Reason (R): Motivation alone is sufficient — a highly motivated learner will master any chapter without any teacher input or prior knowledge.

• A. Both A and R are true; R is the correct explanation of A
• B. Both A and R are true; R is NOT the correct explanation of A
• C. A is true but R is false
• D. A is false but R is true

Q5. Repeatedly asking children to engage in learning activities either to avoid punishment or to gain a reward

• A. decreases extrinsic motivation.
• B. increases intrinsic motivation.
• C. would encourage children to focus on mastery rather than performance goals.
• D. decreases children's natural interest and curiosity involved in learning.

Q6. Rahul (Class VIII) tells himself, 'I failed the maths test because I didn't revise — next time I will plan better.' His teacher's response — building on his sense of internal control — illustrates which approach to motivation?

• A. Behavioural approach — using stickers and certificates
• B. Humanistic approach — pursuing self-actualisation
• C. Cognitive approach — emphasising the learner's thoughts, attributions and control belief
• D. Social approach — appealing to peer-group affiliation

Q7. When students repeatedly engage in an activity (such as design and conduct an experiment) to earn a reward that is not directly related to that activity (such as earn a 'star' or 'badge') they are likely to

• A. develop materialistic attitude towards learning.
• B. enjoy learning for the sake of understanding.
• C. persist in doing the activity even without the reward.
• D. set mastery goals for themselves rather than work to please others.

Q8. The children in a class can be considered to be motivated if

• A. they come to school neatly dressed in uniform
• B. they maintain discipline in the class
• C. they all are regular in attendance
• D. they ask questions seeking clarification from the teacher

Q9. Motivation to learn can be sustained by

• A. punishing the child.
• B. focusing on mastery-oriented goals.
• C. giving very easy tasks to children.
• D. focusing on rote-memorisation.

Q10. Which of the following is an example of an effective motivational strategy to encourage students to learn?

• A. Providing scaffolding especially when students learn a new skill.
• B. Emphasis on completion of work rather than learning.
• C. Giving tasks that are very easy.
• D. Creating a lot of opportunities for competition.

Q11. Teaching learners at varying levels of difficulty based on the ability of the individual learner is known as

• A. differentiated instruction
• B. selective instruction
• C. precision teaching
• D. errorless instruction

Q12. Which of the following statements about aptitude is not correct?

• A. Aptitude includes both inborn ability and the effect of environmental experiences
• B. Aptitude is identical to a learner's end-of-year achievement marks
• C. Aptitude is area-specific, while intelligence is a more general ability
• D. Aptitude shows itself early and responds to systematic training

Q13. Ruhi always thinks of multiple solutions to a problem, many of which are original solutions. Ruhi is displaying characteristics of a/an

• A. creative thinker.
• B. convergent thinker.
• C. rigid thinker.
• D. egocentric thinker.

Q14. A teacher can encourage creative learners in her classroom by

• A. encouraging convergent thinking.
• B. discouraging divergent thinking.
• C. encouraging multiple perspectives and appreciating original ideas.
• D. discouraging the students from taking risks and undertaking challenges.

Q15. An upper-primary teacher notices that Meena's deep interest in astronomy emerged after her elder sister, a college student, began discussing stars with her. This best illustrates which source of interest?

• A. trial and error in everyday life
• B. identification with another person or role model
• C. direct teacher guidance during a classroom lesson
• D. biological drive towards basic survival