Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PSYC 332 > Chapter 8 > Flashcards

Chapter 8 Flashcards

1
Q

what is the need for achievement? (3)

A

desire to…
1. accomplish smt difficult
2. master, manipulate or organize
3. overcome obstacles and attain a high standard

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

how is the need for achievement assessed?

A

using the thematic apperception test

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

do high need achievers always fit our stereotypes of a highly successful business person?

A

no!

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

high need achievers…

  1. take moderate ___
  2. tackle work with a lot of ___
  3. are disinterested in ___ and ___
  4. prefer jobs that give ____ for outcomes
  5. want ____ about performance
A

high need achievers…

  1. take moderate risks
  2. tackle work with a lot of energy
  3. are disinterested in routine and boring jobs
  4. prefer jobs that give personal responsibility for outcomes
  5. want concrete feedback about performance
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

parenting practices associated with high need for achievement in children include?

A

related to economic prosperity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

high level of achievement motivation interferes with ____ performance

A

effective

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

what factors might predict achievement behaviour?

A

parenting:
1. independence to gain sense of mastery
2. pampering (sense of security and confidence)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

high need for achievement predicts success in the business world for _____

A

both genders

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

what are the differences btw how men/women think about achievement?

A

men see success in terms of external standards like prestige and recognition

women tend to rely on internal definitions of success (did I do what I wanted to do?)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

why did Prof Gaskin talk about Eccles and Barber’s 2003 study?

A

To show that differences in gender-role socialization causes men and women may differ on the kinds of achievement they value and how high career achievement ranks among their personal goals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

how is achievement behaviour different in individualistic vs collectivist culture?

A

individualistic: in terms of personal accomplishments, so workers see themselves in competition with their coworkers which motivates them to work harder

collectivist: in terms of cooperation and group accomplishments, so professionals are concerned about the emotional and financial well-being of their coworkers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

in high individualistic cultures, people are selfish while in low individualistic cultures they ____ for others. these are ____ values.

in high individualistic cultures, organizations are not compelled to care for employee’s ______ while low individualistic cultures organizations’ commit to high level of _____ in workers’ personal lives. these are ___ features.

In high individualistic cultures, pay is based on ____ while in low individualistic cultures, salary is based on _____. these are _____ strategies.

A

in high individualistic cultures, people are selfish while in low individualistic cultures they sacrifice for others. these are dominant values.

in high individualistic cultures, organizations are not compelled to care for employee’s well being while low individualistic cultures organizations’ commit to high level of involvement in workers’ personal lives. these are corporate features.

In high individualistic cultures, pay is based on performance while in low individualistic cultures, salary is based on seniority/group performance. these are compensation strategies.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

what are attributions? (2)

A
  1. determines how people feel about the performance and how people perform in similar situations in the future
  2. way to improve achievement motivation by changing people’s attributions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

what are the dimensions of attributions?

A
  1. stability
  2. locus (internal vs external)
  3. control
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

link the dimension of attributions to the following:
1. poor math attitude
2. good luck
3. poor skills
4. easy test
5. not enough practice
6. from wealthy family

A
  1. stable
  2. unstable
  3. internal
  4. external
  5. controllable
  6. uncontrollable
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

what study did Prof Gaskin show to demonstrated attribution retraining?

A

looked at first year GPA in groups without attribution retraining and groups with attribution retraining

each portion of GPA (top, middle, low) increased with attribution retraining, middle > high> low (how much)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

name the following achievement goals (motivation/goal/motive/achievement-goal theory)

  1. the energization and direction of behaviour
  2. cognitive representation of what is it an individual is trying to achieve in a given situation
  3. a specific physiological or psychological state of arousal that directs an organism’s energies toward a goal
  4. motives as goals which vary according to the kinds of goals you set how they support achievement (some goals more associated with success)
A
  1. motivation
  2. goal
  3. motive
  4. achievement-goal theory
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

why are achievement goals important?

A

provide targets that people aspire to in achievement situations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

what are the categories of achievement goals?

A

mastery: concerned with developing competence

performance: concerned with demonstrating accomplishments to others

20
Q

by dividing mastery and performance into approach and avoidance categories, what does the 2x2 model of achievement goals look like?

A

definition: absolute/intrapersonal (Mastery) and normative (performance)

valence: positive (approaching success) and negative (avoiding failure)

21
Q

write the type of goal for each definition/valence pair:

  1. positive (approaching success) and absolute/intrapersonal (Mastery)
  2. positive (approaching success) and normative (performance)
  3. negative (avoiding failure) and absolute/intrapersonal (mastery)
  4. negative (avoiding failure) and normative (performance)
A
  1. mastery-approach goal
  2. performance-approach goal
  3. mastery-avoidance goal
  4. performance avoidance goal
22
Q

what are the effects of mastery on goals? (3)

A

students choose more challenging tasks are more interested in their classes

people retain information/skills learned longer

people share info and work with others to achieve common goals

23
Q

what are the effects of performance on goals? (3)

A

affects how well individuals work in groups

people tend to see others as competition

advantages are limited

24
Q

what are the components that make up the Type A trait? (2)

A

have a higher competitive achievement striving

respond to frustrating situations with anger

25
Q

how is the behaviour of Type A trait in terms of motivation for control (2)?

A

desire to exercise effective control over the people and situations they encounter

tend to dominate a group discussion

26
Q

Type A people often have a sense of _____ and like to do more than one thing at a time

A

urgency

27
Q

how does hostility in people with Type A affect their health?

A

findings explain relationships btw Type A behaviour and coronary disease

28
Q

high-hostility parents how talk a lot have ____ levels of systolic blood pressure

A

greater

29
Q

by avoiding minor ____ and ____, type A personalities can be productive and healthy

A

setbacks; frustration

30
Q

what is high anger/hostility trait correlated with (6 health issues)?

A

physical illness, immune system, pain, cholesterol, cardiovascular disease, death

31
Q

what 3 things does social anxiety lead to?

A

1.Increased physiological arousal

  1. Inability to concentrate
  2. Feelings of nervousness
32
Q

speaking in front of a group creates high levels of _____ for someone high in social anxiety. High social-anxiety people are often concerned about _____.

A

nervousness; negative evaluation

33
Q

what are the 4 characteristics of socially anxious people?

A
  1. Feeling awkward and nervous when interacting with others
  2. Being concerned of other’s perception about them
  3. Stumbling over words and saying the wrong thing
  4. Feeling ashamed and embarrassed in social situations
34
Q

how do you explain social anxiety via evaluation apprehension? (2)

A

Underlying cause of social anxiety

Situations that lend themselves to evaluation by others are particularly anxiety provoking

35
Q

socially anxious people deal with the ____ of negative evaluation and avoid ______

A

fear; social encounters

36
Q

Researchers identified ways of examining emotions as relatively stable personal characteristics by the difference in the …(3)

A

Affectivity - Extent to which people experience positive and negative emotions

Intensity - Strength of the emotions people experience

Expressiveness - Way people express their emotions

37
Q

what are the dimensions of emotional affectivity?

A

Positive - Each extreme respectively include emotions as:
- active, content, and satisfied
- Sad and lethargic

Negative - Emotions at the opposite extremes:
- Nervousness, anger, and distress
- Calm and serene

38
Q

what do psychologists need to do with emotional affectivity of patients? (2)

A

knowing where to place a person on the two affect dimensions

predicting with reasonable accuracy a person’s general tendency to experience positive and negative affect years from now

39
Q

place the following to the list of traits (high positive affect / high negative affect / low positive affect / low negative affect)

  1. active, elated, enthusiastic, excited, peppy, strong
  2. distressed, fearful, hostile, jittery, nervous, scornful
  3. drowsy, dull, sleepy, sluggish
  4. at rest, calm, placid, relaxed
A
  1. high positive affect
  2. high negative affect
  3. low positive affect
  4. low negative affect
40
Q

behaviour consistently associated with high positive affect is _____

A

social activity

41
Q

people high in positive affect act in ways that most people find _____ (happy, enthusiastic, attentive)

A

attractive

42
Q

high scores on negative affect… (relates to, causes what, report more, results in what)

A

Relates to psychological stress

Causes a diverse list of emotional problems

People report more health problems and complain more than the symptoms warranted

Results in difficulty dealing with stress

43
Q

what is dispositional optimism?

A

extent to which people adopt to positive viewpoints

44
Q

optimists:
1. effectively prioritize and set ____
2. believe they can reach the ___
3. never allow ___ and ____ to get them down
4. are connected to ___, ____, and ____

A

optimists:
1. effectively prioritize and set goals
2. believe they can reach the goals
3. never allow setbacks and temporary failures to get them down
4. are connected to coping, well-being, and health

45
Q

dispositional optimists living in stressful region experience less ___ and ____ than pessimists since they use different _____

A

anxiety; depression; coping strategies

46
Q

optimists are more likely to use ___ strategies while pessimists are more likely to use ____ strategies

A

active; avoidance

PSYC 332 (8 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions