Students with performance-avoidance goals are likely to: a. cheat to reduce the possibility of failure. b. brag about how much they know. c. demonstrate what they know to peers, but not to the teacher. d. be eager to try new and challenging tasks.

Students who set mastery goals tend to:Group of answer choicesSeek challenges and persist when they encounter difficulties.Approach academic tasks with confidence.All of these responses.Focus on the task at hand and are not worried about how their performance compares to others.

Why is it important to write down your goals?To impress others with your commitmentTo improve recall and maintain focusTo prevent yourself from achieving themTo keep track of your failures

Why should teachers refrain from making students compete for limited rewards? a. Grading on a curve rewards only the highest achieving students. b. Intrinsic motivation declines in an effort to protect one’s sense of worth. c. Intrinsic motivation increases to meet healthy competitive challenges. d. Limiting rewards encourages students to develop realistic expectations.

According to goal-setting theory, which one of the following is not a motivating feature of goals?Responding to the environmentChallenging objectivesParticipating in setting goalsHave little knowledge of results of past performanceKeeping goals vague

Plans to improve one's academic performance