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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 | |
The extent to which an individual strives for success is known as |
| | A) | need for achievement |
| | B) | fear of failure |
| | C) | intrinsic motivation |
| | D) | self-efficacy |
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5 | |
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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6 | |
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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7 | |
The measured difference in math ability between male and female adolescents in the United States is |
| | A) | very slight |
| | B) | moderate |
| | C) | large |
| | D) | very large |
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8 | |
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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9 | |
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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10 | |
Students who are led to believe that their efforts will ultimately have no impact upon 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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11 | |
The most important influence on educational achievement is |
| | A) | peer structure |
| | B) | school environment |
| | C) | home environment |
| | D) | community environment |
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12 | |
Better school performance, 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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13 | |
The highest rates of dropping out of school are associated with parenting. |
| | A) | authoritarian |
| | B) | authoritative |
| | C) | democratic |
| | D) | permissive |
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14 | |
Which of the following is considered cultural capital? |
| | A) | theatre and literature |
| | B) | vacuum cleaner |
| | C) | newspaper |
| | D) | new physical education equipment |
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15 | |
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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16 | |
The most salient influence on adolescents' day-to-day school behavior (i.e., doing homework) is from |
| | A) | peers |
| | B) | parents |
| | C) | teachers |
| | D) | grandparents |
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17 | |
Negative peer influence on educational achievement has been well documented by Fordham and Ogbu in where bright students had to face criticism from their peers who referred to them as "brainiacs." |
| | A) | Asian American youth |
| | B) | White youth |
| | C) | African American youth |
| | D) | Native American youth |
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18 | |
Intelligence test performance is correlated with performance on achievement tests. |
| | A) | weakly |
| | B) | moderately |
| | C) | highly |
| | D) | rarely |
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19 | |
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) | lower-class |
| | B) | working class |
| | C) | middle-class adolescents |
| | D) | all of the above |
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20 | |
The importance of socioeconomic status in determining education achievement |
| | A) | is found primarily among white Americans |
| | B) | is found primarily among African Americans |
| | C) | is found primarily among Asian Americans |
| | D) | remains stubstantial across all ethnic groups |
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21 | |
Felner and his colleagues have determined that is an important mediating variable between socioeconomic status and educational achievement. |
| | A) | social support |
| | B) | cultural capital |
| | C) | stress |
| | D) | financial instability |
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22 | |
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) | African American |
| | D) | Hispanic American |
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23 | |
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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24 | |
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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25 | |
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 childrens' behavior and schooling |
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26 | |
Today, approximately what percentage of high school graduates enroll in college? |
| | A) | 5% |
| | B) | 25% |
| | C) | 50% |
| | D) | 75% |
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27 | |
Which statement accurately represents the gap in educational attainment between various ethnic groups as measured by the percentage of college graduates? |
| | A) | Asian Americans are four times as likely to be college graduates than Hispanics |
| | B) | Whites are twice as likely to be college graduates compared to African Americans |
| | C) | Hispanics are more likely than African Americans to be college graduates |
| | D) | Hispanics are more likely than Asisan Amercians to be college graduates |
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28 | |
According to recent National Assessment of Educational Progress (NAEP) reports, a massive national effort at educational reform over the past 30 years has led to what results in academic achievement in 17 year olds in math, reading and science? |
| | A) | scores have increased dramatically in all three subjects |
| | B) | scores have increased moderately in all three subjects |
| | C) | scores have increased only slightly in all three subjects |
| | D) | scores remain unchanged for reading, increased by 1 percent in math, and declined by 3 percent in science |
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29 | |
How do the high school graduation rates compare among whites, African Americans and Hispanic Americans? The graduation rates of |
| | A) | all ethnic groups are roughly equivalent |
| | B) | whites and Hispanics exceed those of African Americans |
| | C) | Hispanics exceed those of whites and African Americans |
| | D) | whites and African Americans exceed those of Hispanics by approximately 30 percent |
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30 | |
According to analyses conducted by the NAEP, what percentage of twelfth graders can write at their grade level? |
| | A) | 90% |
| | B) | 75% |
| | C) | 50% |
| | D) | 25% |
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31 | |
The gap in achievement among ethnic groups with respect proficiency in high school math can be summarized as follows: |
| | A) | all ethnic groups are roughly equivalent in math proficiency scores |
| | B) | White and Asian students are 5 to 6 times more likely to be math proficient than African Americans and Hispanic Americans |
| | C) | African Americans and Hispanic Americans are 5 to 6 times more likely to be math proficient than white and Asian American students. |
| | D) | gaps in math proficiency rates between ethnic groups have nearly been eliminated |
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32 | |
How did American 8th graders score in "Mathematics" relative to 40 other countries on the Third International Mathematics and Science Study? American youth ranked |
| | A) | in the top 5 |
| | B) | in the top 10 |
| | C) | in the top 20 |
| | D) | in the top 30 |
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33 | |
What is the best explanation regarding America's performance on international mathematics tests? |
| | A) | funding for American education is among the lowest in the world |
| | B) | funding for American education has declined dramatically in the past 30 years |
| | C) | funding for American education has focused primarily upon reading and writing |
| | D) | funding for American education is among the world's highest |
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34 | |
What percentage of entering college freshmen in the United States now require some sort of remedial education in order to do college-level work? |
| | A) | 5 percent |
| | B) | 10 percent |
| | C) | 25 percent |
| | D) | 33 percent |
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35 | |
Which group tends to have the greatest rate of high school attrition? |
| | A) | African Americans |
| | B) | Asian Americans |
| | C) | Hispanic Americans |
| | D) | White Americans |
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