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| 1 | |
Which of the following is defined as the development of motives, capabilities, interests, and behavior that have to do with performance in evaluative situations? |
| | A) | school performance |
| | B) | self-efficacy |
| | C) | achievement |
| | D) | intrinsic motivation |
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| 2 | |
The psychological factor that is a complementary motive to the need for achievement, and which is often manifested in feelings of anxiety during evaluative situations is: |
| | A) | fear of failure. |
| | B) | self-efficacy. |
| | C) | underachievement. |
| | D) | intrinsic motivation. |
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| 3 | |
Fear of failure is likely to develop in a child raised with a parenting style that: |
| | A) | rewards success and overlooks failure. |
| | B) | encourages autonomy and independence. |
| | C) | sets unrealistically high standards and expectations. |
| | D) | emphasizes doing the best work possible. |
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| 4 | |
Across adolescence, which of the following becomes a more and more important predictor of success? |
| | A) | motivation |
| | B) | innate intelligence |
| | C) | an individual's peer group |
| | D) | external rewards |
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| 5 | |
The extent to which an individual strives for success is known as: |
| | A) | achievement motivation. |
| | B) | fear of failure. |
| | C) | intrinsic motivation. |
| | D) | self-efficacy. |
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| 6 | |
Many students are considered to be ________ because their grades are far lower than one would expect based on their intellectual ability. |
| | A) | extrinsically motivated |
| | B) | intrinsically motivated |
| | C) | overachievers |
| | D) | underachievers |
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| 7 | |
Which of the following statements about self-efficacy and academic performance is true? |
| | A) | Beliefs about self-efficacy shape academic performance, but the reverse is not true. |
| | B) | Academic performance shapes beliefs about self-efficacy; however, the reverse is not true. |
| | C) | Individuals' sense of self-efficacy influences their academic performance, which further shapes their sense of self-efficacy. |
| | D) | None of the above is true. |
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| 8 | |
Intrinsically motivated youngsters tend to work hard to: |
| | A) | receive money. |
| | B) | get good grades. |
| | C) | master the material. |
| | D) | avoid parental disapproval. |
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| 9 | |
In recent years, previously observed sex differences in math and science abilities have: |
| | A) | increased moderately |
| | B) | have remained the same. |
| | C) | gotten much smaller, if not disappeared. |
| | D) | increased substantially. |
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| 10 | |
Having confidence in one's intellectual ability is known as: |
| | A) | intrinsic motivation. |
| | B) | need for achievement. |
| | C) | fear of failure. |
| | D) | self-efficacy. |
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| 11 | |
When Blackwell and colleagues randomly assigned seventh-grade students to either an experimental group, which received two class sessions on how it is possible to "grow your intelligence" and how experience can actually affect brain development, or a control group, which was taught strategies to improve memory, what did they find? |
| | A) | experimental group performed better after the intervention |
| | B) | control group actually performed better after the intervention |
| | C) | no differences between the two groups |
| | D) | inconsistent results |
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| 12 | |
When youngsters attribute their failure to a lack of effort, they are likely to ________ in subsequent tasks. |
| | A) | work harder |
| | B) | work less |
| | C) | work at the same level |
| | D) | be very anxious |
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| 13 | |
Students who are led to believe that their efforts will ultimately have no impact on the grade they earn, such as being told they are stupid or that the work is too difficult for them, may develop what psychologists call: |
| | A) | self-efficacy. |
| | B) | learned helplessness. |
| | C) | intrinsic motivation. |
| | D) | extrinsic motivation. |
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| 14 | |
Research indicates that the most important influence on educational achievement is probably: |
| | A) | peer structure. |
| | B) | school environment. |
| | C) | home environment. |
| | D) | community environment. |
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| 15 | |
What is a way that parents can influence their adolescent's achievement? |
| | A) | through their values and expectations |
| | B) | by the way they parent |
| | C) | through the cultural capital they provide in their home environment |
| | D) | All of these are ways that parents can influence their adolescent's achievement. |
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| 16 | |
Better school performance and attendance, higher expectations, more positive academic self-conceptions, and stronger engagement in the classroom are all associated with which style of parenting? |
| | A) | permissive |
| | B) | authoritative |
| | C) | authoritarian |
| | D) | inconsistent |
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| 17 | |
The highest rates of dropping out of school are associated with ________ parenting. |
| | A) | authoritarian |
| | B) | authoritative |
| | C) | democratic |
| | D) | permissive |
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| 18 | |
Which of the following is considered cultural capital? |
| | A) | theater and literature |
| | B) | vacuum cleaner |
| | C) | newspaper |
| | D) | new physical education equipment |
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| 19 | |
Which of the following was not one of the key findings from Witkow's study that asked adolescents to carry daily dairies to record how they use their time during the week and on the weekends? |
| | A) | Students who earn higher grades than their peers spend more time studying, both on weekdays and on weekends. |
| | B) | High-achieving students spend less time with their friends on weekdays and weekends than do low-achieving students. |
| | C) | High-achieving students spend less time with their friends on weekdays than low-achieving students but not on weekends. |
| | D) | High-achieving students are able to maintain an active social life by allocating their time more judiciously during the week. |
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| 20 | |
The support, encouragement, and involvement of adults in the community necessary to facilitate youngsters' success in school is known as: |
| | A) | cultural capital. |
| | B) | financial capital. |
| | C) | social capital. |
| | D) | ethical capital. |
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| 21 | |
The most salient influence on adolescents' day-to-day school behavior (i.e., doing homework) comes from: |
| | A) | peers. |
| | B) | parents. |
| | C) | teachers. |
| | D) | grandparents. |
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| 22 | |
Although Fordham and Ogbu hypothesize that minority students _____ in school because they _____; this theory has not be proven, most likely because Black peer groups are not all the same. |
| | A) | may underperform; are stigmatized for "acting white" |
| | B) | over-perform; have a lot to prove |
| | C) | perform the same as similar non-minority peers; are similarly motivated |
| | D) | underperform; are less capable than non-minority peers. |
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| 23 | |
Intelligence test performance is ________ correlated with performance on achievement tests. |
| | A) | weakly |
| | B) | moderately |
| | C) | highly |
| | D) | rarely |
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| 24 | |
One of the most powerful influences on educational achievement is the socioeconomic status of the adolescent's family as evidenced by the finding that one group, ________, consistently earns higher grades and completes more years of schooling than others. |
| | A) | the lower class |
| | B) | the working class |
| | C) | the middle class |
| | D) | None of the above are true. There are no consistent differences in grades in school and years of schooling completed. |
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| 25 | |
The importance of socioeconomic status in determining education achievement: |
| | A) | is found primarily among White adolescents. |
| | B) | is found primarily among Black adolescents. |
| | C) | is found primarily among Asian Americans. |
| | D) | remains substantial across all ethnic groups. |
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| 26 | |
Leisure, intrinsic benefits, extrinsic benefits, security, and influence are all examples of what? |
| | A) | work values |
| | B) | self-directed search items |
| | C) | attributional styles |
| | D) | personality traits |
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| 27 | |
An intriguing yet controversial finding is that ________ youth have the highest educational achievement relative to the other ethnic groups. |
| | A) | Asian-American |
| | B) | White |
| | C) | Black |
| | D) | Hispanic |
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| 28 | |
The superiority of the academic achievement among Asian-American youth: |
| | A) | can be accounted for by socioeconomic factors. |
| | B) | can be accounted for by the middle- to upper-income status of most Asian Americans. |
| | C) | can be attributed to racial bias on the part of the research establishment. |
| | D) | cannot be explained by socioeconomic factors because the superiority persists after removing the effects of economic status. |
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| 29 | |
Studies of youngsters show that foreign-born adolescents as well as those who are children of immigrants tend to achieve more in school than do minority youngsters who are second- or third-generation ________ Americans. |
| | A) | Asian- |
| | B) | Latino- |
| | C) | Caribbean- |
| | D) | All of the above. |
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| 30 | |
Across all ethnic groups, under what circumstances would students not achieve more? |
| | A) | when they lack a sense of belonging to their school |
| | B) | when they see the connection between academic accomplishment and future success |
| | C) | when their friends value and support educational achievement |
| | D) | when their parents are effective monitors of their children's behavior and schooling |
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| 31 | |
Today, approximately what percentage of high school graduates enroll in college? |
| | A) | 5% |
| | B) | 25% |
| | C) | 50% |
| | D) | 75% |
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| 32 | |
Which statement accurately represents the gap in educational attainment between various ethnic groups as measured by the percentage of college graduates? |
| | A) | Fifty percent of all Asian adults over age 25 are college graduates, compared to 14 percent of Hispanic adults over 25. |
| | B) | Forty-two percent of White adults over 25 are college graduates, compared to 38 percent of Black adults. |
| | C) | Hispanic adults over 25 are 65 percent more likely than Black adults to be college graduates. |
| | D) | Fifty-two percent of White adults over age 25 are college graduates, compared to 29 percent of Asian adults over 25. |
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| 33 | |
According to recent National Assessment of Educational Progress (NAEP) reports, a massive national effort at educational reform over the past 45 years has led to which results in academic achievement in 17-year-olds in math and science? |
| | A) | Scores have increased dramatically in both subjects. |
| | B) | Scores have increased moderately in both subjects. |
| | C) | Scores have increased in science and have decreased in math. |
| | D) | Scores remain unchanged for math and scores have declined in science. |
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| 34 | |
Which of the following statements about the dropout rate of high school is not true? |
| | A) | Hispanic youngsters drop out of high school at twice the rate of White youngsters. |
| | B) | Hispanic youngsters drop out of high school six times more frequently than Asian youngsters. |
| | C) | Foreign-born Hispanic youngsters drop out at more than three times the rate of American-born Hispanic youth. |
| | D) | American-born youngsters drop out at more than three times the rate of foreign-born youth. |
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| 35 | |
The gap in achievement among ethnic groups with respect to their proficiency in high school math can be summarized as follows: |
| | A) | All ethnic groups are roughly equivalent in math proficiency scores. |
| | B) | About eight times as many White and Asian students are competent in algebra as are Black or Hispanic students. |
| | C) | Black and Asian Americans are five to six times more likely to be math proficient than White and Hispanic American students. |
| | D) | Gaps in math proficiency rates between ethnic groups have nearly been eliminated. |
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| 36 | |
Social promotion occurs when schools promote students to the next grade based on ________ rather than on ________. |
| | A) | maturity; age |
| | B) | ability; peer groups |
| | C) | peer groups; age |
| | D) | age; ability |
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| 37 | |
Andrea stays up really late the night before a big math test talking to her friends on the computer. She doesn't have time to study before the test, but she feels relieved because she knows that even if she does poorly, it won't be because she tried hard and failed. Instead, she can blame her poor score on the fact that she didn't study. This kind of behavior is called: |
| | A) | self-indulgent. |
| | B) | self-esteem protecting. |
| | C) | ego shielding. |
| | D) | self-handicapping. |
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| 38 | |
What percentage of newly admitted freshmen at four-year American colleges and universities now require some sort of remedial education in order to do college-level work? |
| | A) | 5% |
| | B) | 10% |
| | C) | 20% |
| | D) | 33% |
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| 39 | |
Which group tends to have the greatest rate of high school dropouts? |
| | A) | Black adolescents |
| | B) | Asian adolescents |
| | C) | Hispanic adolescents |
| | D) | White adolescents |
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