Quiz

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

15 questions 15 min Apply concepts

Q1. A Class VII teacher finds that a child who could not grasp simple equations in May solves them easily in November. Thorndike's Law of Readiness explains this mainly as the outcome of
- A. growing maturation and accumulated classroom experience together creating readiness
- B. extra coaching after school hours
- C. the child copying answers from a peer
- D. easier questions in the November test
Q2. Monika walks into the post-lunch Class VIII period and directly asks 'What is friction? Give its types.' This is an example of
- A. successful application of the Law of Readiness
- B. good use of prior experience
- C. ignoring learner preparedness — children are still in post-lunch mood
- D. Brophy's motivation-to-learn strategy
Q3. Which classroom action by an upper-primary teacher best reflects the learner-preparedness principle?
- A. Strictly finishing the prescribed chapter on the planned date irrespective of class mood
- B. Beginning a chapter on simple machines by asking Class VI children to recall what they saw at the nearby cycle-repair shop
- C. Repeating the lecture word-for-word from the textbook
- D. Refusing all questions until the lesson ends
Q4. McDonald's (1965) definition of motivation identifies three elements. Which of these is not among them?
- A. energy change within the person
- B. affective arousal
- C. anticipatory goal reaction
- D. external punishment by the teacher
Q5. A Class VIII student works hard so the class will applaud her project. In Maslow's hierarchy, this drive sits at which level?
- A. Psychological / physiological needs
- B. Safety needs
- C. Esteem needs
- D. Self-actualisation
Q6. When distinguishing 'need', 'drive' and 'incentive', a drive is best described as
- A. the external reward that increases the force of action
- B. the absence of any biological requirement
- C. an aroused state of awareness or tension that pushes the person to act in order to reduce that tension
- D. the long-term goal a person hopes to reach
Q7. Aarti, a Class VII student, studies hard only because her father has promised her a smartphone if she stands first. This is classified as
- A. intrinsic motivation — task is its own reward
- B. extrinsic motivation — locus of causality is external
- C. self-actualisation — highest Maslow need
- D. anticipatory affective arousal without any motivation
Q8. A Class VIII teacher tells her students, 'Aim to grow into your best possible self, not to beat your classmate.' Which approach to motivation is she using?
- A. Behavioural approach — using grades and stars
- B. Humanistic approach — emphasising personal growth and self-actualisation
- C. Social approach — using peer-group affiliation
- D. Cognitive approach — emphasising attribution of failure
Q9. A motivated learner's behaviour shows three observable aspects. Which set lists those three?
- A. choice of activity, level of involvement, persistence even after failure
- B. marks, ranks, attendance
- C. obedience, silence, neatness
- D. hunger, thirst, sleep
Q10. An upper-primary teacher wants to keep a low-achieving Class VI learner motivated through a long science chapter. The best step is to
- A. set one large end-of-chapter test as the only goal
- B. break the chapter into small achievable goals so the learner repeatedly feels the satisfaction of progress
- C. compare her work daily with the class topper
- D. give homework only at the end of the chapter
Q11. Brophy's 'quality of mental effort' links to specific learner activities. Which of the following best shows that quality?
- A. copying notes from the blackboard exactly
- B. underlining textbook lines without comment
- C. memorising answers to last year's question paper
- D. asking students to summarise, elaborate and outline a chapter in their own words
Q12. Aptitude differs from intelligence mainly because aptitude is
- A. general ability covering all academic areas
- B. specific to a particular area of performance, while intelligence is a more general ability
- C. the same thing as a final examination score
- D. totally inborn, with no role for environment
Q13. The instructional strategy most suited to a low-aptitude Class VIII mathematics learner is
- A. an unstructured, discovery-oriented approach with minimum guidance
- B. highly structured small units in sequential steps with continuous feedback
- C. self-study from the senior secondary textbook
- D. a single end-of-chapter examination with no support
Q14. A Class VIII adolescent who used to obey teachers without question in Class III may now argue with school authority. This is best treated as
- A. a sign of low intelligence
- B. the developmentally typical shift toward a more rebellious attitude as the child enters adolescence
- C. a clear case of inclusive-classroom failure
- D. extrinsic motivation gone wrong
Q15. A Class VII teacher asks pupils to list as many uses of a newspaper as they can in three minutes. The number of acceptable uses produced is a measure of
- A. originality
- B. fluency
- C. elaboration
- D. redefinition

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