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Personality Psychology > SELF REGULATION PERSPECTIVE > Flashcards

SELF REGULATION PERSPECTIVE Flashcards

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1
Q

People use this information to recognize what others are doing, and they also use it to guide the making of behavior

A) morals

B) schemas

C) intentions

D) actions

A

B) schemas

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2
Q

_______ are active both when an action is being watched and when the same action is being done

A) reflective neurons

B) motor neurons

C) modelling neurons

D) mirror neurons

A

D) mirror neurons

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3
Q

what is one view of how intentions are formed

A) people use an explicit mental algebra to create an action probability

B) people use an implicit mental algebra to create an action probability

C) people rely on external cues to form intentions

D) people use their intuition to guide their behavior

A

B) people use an implicit mental algebra to create an action probability

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4
Q

what do actions usually follow from

A) personal intention

B) implicit intentions

C) subjective norms

D) explicit intentions

A

D) explicit intentions

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5
Q

how are attitudes formed

A) when an action is being watched and when the same action is being done

B) when there is a belief that other people want you to do the act and the desire to go along with their wishes

C) when there is a belief that an act will produce a particular outcome and the personal desirability of the outcome

D) none of the above

A

C) belief that an act will produce a particular outcome and the personal desirability of the outcome

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6
Q

what are attitudes

A) an implicit orientation toward an act

B) a social orientation toward an act

C) a personal orientation toward an act

D) all of the above

A

C) a personal orientation toward an act

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7
Q

The belief that an act will produce a particular outcome and the personal desirability of the outcome merge to form what

A) intentions

B) press

C) subjective norm

D) attitudes

A

D) attitudes

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8
Q

because it stems from your own wants, your attitude is your

A) implicit orientation toward an act

B) social orientation toward an act

C) personal orientation toward an act

D) all of the above

A

C) personal orientation toward an act

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9
Q

The belief that other people want you to do the act and the desire to go along with their wishes merge to form

A) press

B) intentions

C) subjective norm

D) attitudes

A

C) subjective norm

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10
Q

how are subjective norms formed

A) when an action is being watched and when the same action is being done

B) belief that other people want you to do the act and the desire to go along with their wishes

C) belief that an act will produce a particular outcome and the personal desirability of the outcome

D) none of the above

A

B) belief that other people want you to do the act and the desire to go along with their wishes

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11
Q

intentions are derived from

A) goals and attitudes

B) attitude and subjective norms

C) personal values and implicit motives

D) attitude and explicit motives

A

B) attitude and the subjective norm

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12
Q

what influences behaviour

A) action

B) intention

C) attitudes

D) social norms

A

B) intention

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13
Q

what two kinds of information pertain to the act’s social meaning to you

A) whether people who matter to you want you to do the action and how much you want to please the people you’re thinking about

B) how much you want to please the people you’re thinking about and whether an act will produce a particular outcome

C) whether people who matter to you want you to do the action and the personal desirability of the outcome

D) whether an act will produce a particular outcome and the personal desirability of the outcome

A

A) whether people who matter to you want you to do the action and how much you want to please the people you’re thinking about

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14
Q

from the view that experience is organized around goals, _____ is/are made up of goals and the organisations among them

A) intentions

B) the self

C) subjective norms

D) actions

A

B) the self

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15
Q

the Circumplex formed by relationships among diverse goals suggests what

A)

B) goals naturally form from two-dimensions

C) goals naturally form to create intentions

D) we decide what we want to do based on our goals

A

B) goals naturally form from two-dimensions

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16
Q

the view that goals vary along the dimension of intrinsic versus extrinsic and separately along the dimension concerning the physical self versus the transcending self

A) Intention view

B) Dispositional view

C) Circumplex view

D) Motive view

A

C) Circumplex view

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17
Q

from the circumplex view, the dimension of concerning the physical self also includes

A) transcending self

B) intrinsic

C) self enhancement

D) extrinsic

A

A) transcending self

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18
Q

from the circumplex view, spirituality is compatible with community but in conflict with

A) hedonistic pleasure

B) balance

C) calmness

D) popularity

A

A) hedonistic pleasure

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19
Q

what sort of goals lead to higher performance

A) unrealistic goals

B) do your best goals

C) specific high goals

D) reasonable goals

A

C) specific high goals

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20
Q

Peter Gollwitzer made a distinction between two kinds of intentions, what are they

A) subintention; strategy intentions

B) concrete intention; goal intention

C) goal intention; implementation intention

D) pre intention; post intention

A

C) goal intention; implementation intention

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21
Q

what is NOT one of the reasons why higher goals lead to better performance

A) your more persistent

B) you push yourself

C) you try harder

D) you have a clear plan

A

D) you have a clear plan

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22
Q

what is a goal intention

A) intent with purpose

B) the intent to reach a particular outcome

C) intention to take specific actions when encountering specific circumstances

D) intention to make a decision

A

B) the intent to reach a particular outcome

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23
Q

what is an implementation intention

A) intent with purpose

B) the intent to reach a particular outcome

C) intention to take specific actions when encountering specific circumstances

D) intention to make a decision

A

C) intention to take specific actions when encountering specific circumstances

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24
Q

what kind of intention concerns the how, when, and where of the process

A) purpose intention

B) goal intention

C) implementation intention

D) specific intention

A

C) implementation intention

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25
Q

what intentions are the most concrete

A) purpose intention

B) goal intention

C) implementation intention

D) all of the above

A

C) implementation intention

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26
Q

what intentions serve the goal intentions

A) purpose intention

B) decision intention

C) implementation intention

D) action intention

A

C) implementation intention

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27
Q

what intention are important because they help people get started in doing the behavior, and they also help prevent goal striving from straying off course

A) purpose intention

B) goal intention

C) implementation intention

D) action intention

A

C) implementation intention

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28
Q

why do people sometimes fail to fulfill goal intentions

A) they get distracted

B) they don’t follow their intuition

C) they cant decide on how to do so

D) they have too many goals

A

C) they cant decide on how to do so

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29
Q

Having an implementation intention reduces what failures

A) Reduces the likelihood of goal failures

B) The decision of how to fulfill a goal intention

C) Increases the occurrence of goal failures

D) Improves the flexibility of goal intentions

A

B) the decision of how to fulfil a goal intention

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30
Q

what invention helps people recognize the opportunity and act on it

A) purpose intention

B) goal intention

C) implementation intention

D) action intention

A

C) implementation intention

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31
Q

what greatly increases the likelihood of actually doing something

A) purpose intention

B) goal intention

C) implementation intention

D) action intention

A

C) implementation intention

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32
Q

what intentions act both by making the situational cue more easily recognized and by establishing a link from cue to action

A) purpose intention

B) goal intention

C) implementation intention

D) action intention

A

C) implementation intention

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33
Q

what makes implementation intentions strong enough to act

A) strong and active purpose intention

B) strong and active acton intentions

C) strong and active goal intention

D) strong and active decision intention

A

C) strong and active goal intention

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34
Q

Implementation intentions create a link between

A) a subjective norm cue and a strategy for moving toward the goal

B) an attitude a strategy for moving toward the goal

C) a situational cue and a strategy for moving toward the goal

D) a desire cue and a strategy for moving toward the goal

A

C) a situational cue and a strategy for moving toward the goal

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35
Q

what can serve as reference points for self-regulation

A) ideal self

B) possible self

C) subjective self

D) implicit self

A

B) possible self

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36
Q

For a desired possible self to influence behavior, you have to have

A)

B)

C) strategies to attain it

D) creativity

A

C) strategies to attain it

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37
Q

forming a goal intention requires weighing possibilities, thinking of pros and cons, and juggling options requires

A) implemental mindset

B) deliberative mindset

C) intuitive mindset

D) action mindset

A

B) deliberative mindset

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38
Q

A careful mindset used while deciding whether to take an action.

A) implemental mindset

B) deliberative mindset

C) innovative mindset

D) growth mindset

A

B) deliberative mindset

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39
Q

A positively biased mindset that’s used while executing an intention to act.

A) implemental mindset

B) deliberative mindset

C) innovative mindset

D) growth mindset

A

A) implemental mindset

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40
Q

a mindset is relatively open-minded, careful, and cautious, to make the best choice

A) implemental mindset

B) deliberative mindset

C) innovative mindset

D) growth mindset

A

B) deliberative mindset

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41
Q

Once the intention is formed, actually doing the behavior entails what mindset

A) implemental mindset

B) deliberative mindset

C) innovative mindset

D) growth mindset

A

A) implemental mindset

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42
Q

This mindset is optimistic

A) implemental mindset

B) deliberative mindset

C) innovative mindset

D) growth mindsetA) implemental mindset

A

A) implemental mindset

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43
Q

this mindset minimizes potential problems, in the service of trying as hard as possible to carry out the action

A) implemental mindset

B) deliberative mindset

C) innovative mindset

D) growth mindset

A

A) implemental mindset

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44
Q

this mindset fosters persistence

A) implemental mindset

B) deliberative mindset

C) innovative mindset

D) growth mindset

A

A) implemental mindset

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45
Q

What makes sure the behavior you actually do is the one you set out to do

A) feedback

B) mindset

C) comparator

D) intuition

A

A) feedback

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46
Q

how many parts does the negative feedback look have

A) 4

B) 6

C) 8

D) 2

A

A) 4

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47
Q

in the negative feedback look, what is the value that pertains to a goal, standard of comparison or reference value for behaviour

A) comparator

B) output function

C) input function

D) self regulation

A

D) self regulation

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48
Q

what is the basic processes that underlie self corrective behaviour in a self discrepancy-feedback loop

A) your schema values and your perception values are compared against your self regulation values and are adjusted if needed

B) your self regulation values and your perception are compared against a comparitory and if there is discrepancy between them the action is feedback and adjusted

C) your self regulation is put through an input system and there is where it is determined if there is a discrepancy in your action

D) none of the above

A

B) your self regulation values and your perception are compared against a comparitory and if there is discrepancy between them the action is feedback and adjusted

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49
Q

in a feedback loop, what is the perception of your present behaviour and its effects

A) comparator

B) input function

C) output function

D) self regulation

A

B) input function

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50
Q

in the negative feedback look, what is the value that pertains to your perception of your present behavior and its effects

A) comparator

B) input function

C) output function

D) self regulation

A

B) input function

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51
Q

what does the comparator do in a feedback loop

A) compares your schemas with a standard of reference and your behaviour

B) changes your view of your actions and readjusts your intention

C) compares your standard or reference value for your behaviour and your perception of your present behaviour

D) none of the above

A

C) compares your standard or reference value for your behaviour and your perception of your present behaviour

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52
Q

in a feedback loop, if your behaviour differs from what you intended what occurs

A) you attempt at that behaviour again until you are satisfied

B) a change is fed back in the form of a new perception, which is rechecked against the reference value

C)

D)

A

B) a change is fed back in the form of a new perception, which is rechecked against the reference value

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53
Q

what is another term used for “loop” in a feedback loop system

A) perception

B) control system

C) optimism

D) attainment

A

B) control system

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54
Q

What term is used to describe the process of comparing present states with desired end states?

a) Feedback principle
b) Self-control loop
c) Mental contrasting
d) Comparator function

A

c) Mental contrasting

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55
Q

what does mental contrasting focus on?

a) Comparing present states with present states
b) Contrasting present states with future goals
c) Comparing future goals with future goals
d) Contrasting present states with desired end states

A

d) Contrasting present states with desired end states

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56
Q

How does mental contrasting engage the comparator function of the self-control loop?

a) By ignoring present states

b) By only focusing on future goals

c) By thinking about both present states and desired end states together

d) By avoiding the comparison of present and future states

A

c) By thinking about both present states and desired end states together

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57
Q

what is suggested about the effectiveness of thinking only about a future goal or only about the present state?

a) Both approaches have the same effect

b) Only thinking about the present state is effective

c) Only thinking about a future goal is effective

d) Thinking about both present states and desired end states together is more effective

A

d) Thinking about both present states and desired end states together is more effective

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58
Q

What is the impact of mental contrasting on people’s behavior when they are relatively confident about reaching the desired goal?

a) It has no impact on behavior

b) It diminishes their confidence

c) It energizes their behavior

d) It decreases their motivation

A

c) It energizes their behavior

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59
Q

what is the result of mental contrasting energizing people’s behavior?

a) Decreased success in attaining goals

b) Increased success in attaining goals

c) No impact on goal attainment

d) Reduced confidence in goal pursuit

A

b) Increased success in attaining goals

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60
Q

How does mental contrasting help people use feedback of poor performance productively?

a) By discouraging them from seeking feedback

b) By diverting their attention away from goals

c) By focusing them more firmly on their goals

d) By making them less receptive to feedback

A

c) By focusing them more firmly on their goals

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61
Q

what is suggested about the impact of mental contrasting on goal attainment?

a) It has no impact on goal attainment

b) It hinders goal attainment

c) It facilitates goal attainment

d) It delays goal attainment

A

c) It facilitates goal attainment

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62
Q

who benefits from mental contrasting in the self-regulation of goal pursuit?

a) Adults with high confidence levels

b) Children at risk for attention deficit problems

c) Individuals without specific goals

d) Individuals with poor self-regulation skills

A

b) Children at risk for attention deficit problems

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63
Q

According to William Powers (1973), what is suggested as the mechanism through which goals and intention create physical action?

a) Hierarchical structures

b) Organizational layers forming feedback
loops

c) Direct command from the brain

d) Random activation of muscles

A

b) Organizational layers forming feedback
loops

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64
Q

How does William Powers propose the organization of feedback loops in relation to physical action?

a) Linear organization

b) Random organization

c) Hierarchical organization

d) Layered organization

A

d) Layered organization

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65
Q

What does the notion of a feedback hierarchy assume

a) It assumes the absence of goals

b) It assumes a linear goal structure

c) It assumes the presence of only lower-level goals

d) It assumes the existence of higher-level and lower-level goals

A

d) It assumes the existence of higher-level and lower-level goals

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66
Q

In the context of the feedback hierarchy, what is the relationship between higher-level and lower-level goals?

a) They are unrelated

b) They are linearly organized

c) They are organized in a hierarchical structure

d) Lower-level goals take precedence over higher-level goals

A

c) They are organized in a hierarchical structure

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67
Q

How does the notion of a feedback hierarchy contribute to the understanding of goals?

a) It implies that goals are isolated from each other

b) It highlights the importance of linear goal progression

c) It emphasizes the interconnectedness of higher-level and lower-level goals

d) It diminishes the significance of goal relationships

A

c) It emphasizes the interconnectedness of higher-level and lower-level goals

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68
Q

what is assumed about high- and low-level goals in a feedback hierarchy?

a) They have no relationship to each other

b) They are organized linearly

c) They are unrelated to physical action

d) They relate to each other

A

d) They relate to each other

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69
Q

What concept is central to the notion of a feedback hierarchy in the context of goals?

a) Goal isolation

b) Linear goal structure

c) Interconnectedness of goals

d) Absence of goals

A

c) Interconnectedness of goals

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70
Q

Powers said that in a hierarchy, the ______ of a high-level loop consists of setting a goal for a lower-level loop

A) input

B) output

C) goal

D) ct

A

B) output

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71
Q

According to Powers, what is the output of a high-level loop in a hierarchy?

a) Physical actions

b) Setting goals for a lower-level loop

c) Controlling muscle groups

d) Creating behavior guides

A

b) Setting goals for a lower-level loop

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72
Q

How does Powers describe the behavior of high-level loops in a hierarchy?

a) They create physical actions

b) They set goals for themselves

c) They provide guides to lower-level loops

d) They control muscle groups directly

A

c) They provide guides to lower-level loops

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73
Q

What is the primary function of high-level loops, according to Powers’ perspective?

a) Creating physical actions

b) Controlling muscle groups

c) Setting goals for themselves

d) Providing guides to lower-level loops

A

d) Providing guides to lower-level loops

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74
Q

In the context of feedback hierarchies, what is the role of the very lowest loops?

a) Setting goals for high-level loops

b) Providing guides to high-level loops

c) Creating physical acts by controlling muscle groups

d) Ignoring the guidance from higher-level loops

A

c) Creating physical acts by controlling muscle groups

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75
Q

according to the three level hierarchy of feedback system, which of the following is NOT proposed as an important level most relevant to personality

A) programs

B) systems concepts

C) principle

D) the self

A

D) the self

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75
Q

according to the three level hierarchy of feedback system, what is the role of the systems concepts

A) it provides the guidelines for behaviour

B) it is an abstract guide for behaviour

C) its specifies a general course of action

D) all of the above

A

B) it is an abstract guide for behaviour

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76
Q

according to the three level hierarchy of feedback system, what does the principle control level refer to

A) a broad abstract action quality

B) an abstract guide for behaviour

C) its specifies a general course of action

D) all of the above

A

A) it is a broad abstract action quality

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77
Q

the broad sense of ideal self would be categorised at what level of the three level hierarchy of feedback system

A) programs

B) systems concepts

C) principle

D) all of the above

A

B) systems concepts

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78
Q

according to the three level hierarchy of feedback system, trying to attain that ideal self means trying to live in accord with the ______ it incorporates

A) behaviour

B) action

C) programs

D) principles

A

D) principles

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79
Q

what level of the three level hierarchy of feedback system refers to broad guidelines and broad qualities

A) programs

B) systems concepts

C) principle control

D) action

A

C) principle control

80
Q

what level of the three level hierarchy of feedback system helps you decide what activities to start and what choices to make as you do them

A) programs

B) systems concepts

C) principle control

D) action

A

D) action

81
Q

what level of the three level hierarchy of feedback system corresponds to traits or values

A) programs

B) systems concepts

C) principle control

D) action

A

C) principle control

82
Q

What defines something as a principle

A) social appropriateness

B) scripts

C) abstractness and broad applicability

D) inclusion of concrete goals

A

C) abstractness and broad applicability

83
Q

what level of the three level hierarchy of feedback system resembles scripts

A) programs

B) systems concepts

C) principle control

D) action

A

A) programs

84
Q

within the three level hierarchy of feedback system what level specifies programs

A) intent

B) systems concepts

C) principle control

D) action

A

C) principle control

85
Q

what level of the three level hierarchy of feedback system specifies a general course of action but with many details left out.

A) programs

B) systems concepts

C) principle control

D) action

A

A) programs

86
Q

what level of the three level hierarchy of feedback system relates to strategies

A) programs

B) systems concepts

C) principle control

D) action

A

A) programs

87
Q

according to the three level hierarchy of feedback system intentions you form in an average day involve

A) programs

B) predictions

C) possibilities

D) actions

A

A) programs

88
Q

programs all have general course of _______

A) counterintuitive decisions

B) predictable acts and subgoals

C) predictable goals

D) intention goals

A

B) predictable acts and subgoals

89
Q

what is one issue concerning hierarchical organisation ?

A) middle levels may sometimes be functionally superordinate

B) higher levels may sometimes be functionally superordinate

C) lower levels may sometimes be functionally superordinate

D) all are true

A

C) lower levels may sometimes be functionally superordinate

90
Q

what may cause programs to be attended to more often than other levels

A) they require different domains

B) they require decisions

C) they require intentions

D) they require functions

A

B) they require decisions

91
Q

what suggests that the program level may be especially salient to people.

A) when people describe themselves, they tend to describe things they do

B) when people describe themselves, they tend to describe what they are

C) A) when people describe themselves, they tend to describe things they like

D) A) when people describe themselves, they tend to describe their characteristics

A

A) when people describe themselves, they tend to describe things they do

92
Q

when can a program create a problem

A) when it violates intentions

B) when it violates the principle

C) when it violates itself

D) when it violates the systems concept

A

when it violates the prinicple

93
Q

if your ideal self includes thoughtfulness,
what level of the three level hierarchy of feedback system would thoughtfulness relate to

A) programs

B) systems concepts

C) principle control

D) action

A

C) principle control

94
Q

Any specific act can also be done in the service of diverse principle, this means that you can engage in the same actions but your _______ can be aimed at different ________

A) program ; higher level goals

B) higher level goal; principle

C) higher level goal; program

D) principle ; higher level goal

A

A) program ; higher level goals

95
Q

Robin ­Vallacher and Dan Wegner used a process called action identification to

A) find out if your actions and intentions match

B) determine if behaviour is organised into subgoals

C) determine if behaviour is organised hierarchically

D) find out if your have specific actions in specific contexts

A

C) determine if behaviour is organised hierarchically

96
Q

a process by which you think of or label whatever action you are performing.

A) intention identification

B) needs identification

C) performance identification

D) action identification

A

D) action identification

97
Q

according to Robin ­Vallacher and Dan Wegner, how you think about your action presumably says something about the

A) identity of yourself

B) intention you’re using in acting

C) goal you’re using in acting

D) all of the above

A

C) goal you’re using in acting

98
Q

Vallacher and Wegner (1985, 1987) suggest that people generally tend to see their actions in what way

A) as consistent a way as they can

B) as high-level a way as they can

C) as goal related way as they can

D) all of the above

A

B) as high-level a way as they can

99
Q

according to Vallacher and Wegner, which of the following would be more likely when looking at a students behaviour

A) attending classes

B) listening to someone talk

C) getting an education

D) walking into a building

A

C) getting an education

100
Q

if people start to struggle in regulating an act at a higher level, what occurs

A) they reorganise their perception

B) they follow through with their intended act

C) they retreat to a lower-level identity for the action

D) all of the above

A

C) they retreat to a lower-level identity for the action

101
Q

difficulty at a high level causes what to occur at lower levels

A) it become functionally superordinate

B) it reorganises itself

C) it drifts away from lower level identity

D) all of the above

A

A) it become functionally superordinate

102
Q

Yaacov Trope and Nira Liberman suggest that how people construe their activities depends partly on

A) how emotional one is in the moment

B) how distant those activities are from the present moment

C) how close those activities are from the future

D) none of the above

A

B) how distant those activities are from the present moment

103
Q

According to Yaacov Trope and Nira Liberman, what does the construal of activities depend on?

a) Present emotions

b) Proximity to the past

c) Temporal distance from the present moment

d) The level of difficulty

A

c) Temporal distance from the present moment

104
Q

How do Trope and Liberman suggest that activities are viewed as they move farther into the future?

a) More concretely

b) Less abstractly

c) More abstractly

d) No change in construal

A

c) More abstractly

105
Q

In the perspective of Trope and Liberman, what happens to the construal of activities as they come closer to the present?

a) They become more abstract

b) They become more difficult

c) They become more concrete

d) They remain unchanged in construal

A

c) They become more concrete

106
Q

What is the relationship between temporal distance and the abstractness of activities, according to Trope and Liberman?

a) There is no relationship

b) As temporal distance increases, activities become less abstract

c) As temporal distance increases, activities become more abstract

d) Temporal distance has a random effect on abstractness

A

c) As temporal distance increases, activities become more abstract

107
Q

How do Trope and Liberman suggest that temporal distance influences the construal of activities?

a) By making them uniformly more concrete

b) By making them uniformly more abstract

c) By introducing variability in construal

d) By making them uniformly more difficult

A

c) By introducing variability in construal

108
Q

according to Trope and Liberman, the farther in the future the activities are, the more ______ they are viewed

A) out of mind

B) confusing

C) abstractly

D) concrete

A

C) abstractly

109
Q

according to Trope and Liberman, when the action comes closer to the present, it becomes

A) out of mind

B) confusing

C) abstractly

D) concrete

A

D) concrete

110
Q

compared to their previous view regarding the temporal distance of activities, Trope and Liberman now view time-based construals as a special case of a more general principle of

A) distant principles

B) psychological principles

C) abstraction principles

D) motivational principles

A

B) psychological principles

111
Q

according to Trope and Liberman the greater the psychological distance, the more

A) concrete and detailed the mental representation becomes

B) temporal the mental representation becomes

C) abstract the mental representation becomes

D) concrete abstract the mental representation becomes

A

C) abstract the mental representation becomes

112
Q

according to Trope and Liberman the closer the psychological distance, the more

A) temporal the mental representation becomes

B) temporal the mental representation becomes

C) abstract the mental representation becomes

D) concrete and detailed the mental representation becomes

A

D) concrete and detailed the mental representation becomes

113
Q

according to Trope and Liberman what can make something seem farther away in time and space

A) thinking of something as unlikely

B) thinking of something as likely

C) having more time to complete the action

D) all of the above

A

A) think of something as unlikely

114
Q

How does the self-regulation approach to personality view emotions and goals according to Herb Simon

a) Emotions have no impact on goal prioritization

b) Emotions solely determine the order of goal pursuit

c) Emotions play a minor role in goal prioritization

d) Emotions are partly a matter of priorities in goal pursuit

A

d) Emotions are partly a matter of priorities in goal pursuit

115
Q

According to the self-regulation approach to personality, how does it view emotions?

a) Emotions are unrelated to personality

b) Emotions are fixed and unchangeable

c) Emotions are viewed as part of self-regulation

d) Emotions are irrelevant to goal pursuit

A

c) Emotions are viewed as part of self-regulation

116
Q

According to Herb Simon (1967), what is a factor influencing the order in which people pursue their goals?

a) The randomness of goal pursuit

b) The complexity of goal structure

c) The importance of each goal at the time

d) The fixed nature of goal priorities

A

c) The importance of each goal at the time

117
Q

how is the simultaneous presence of multiple goals in individuals described

a) As a rare occurrence

b) As irrelevant to personality

c) As a common phenomenon

d) As unrelated to emotional experiences

A

c) As a common phenomenon

118
Q

what is emphasized as a determinant of the order in which individuals pursue their goals?

a) The inherent nature of goals

b) The random nature of goal pursuit

c) The importance of each goal at the time

d) The fixed order of goal priorities

A

c) The importance of each goal at the time

119
Q

according to Simon, emotions are a call to do what in the pursuit of goals

A) increase your effort

B) give up

C) reassess your emotions

D) rearrange priorities

A

D) rearrange priorities

120
Q

According to Simon (1967), what role do emotions play in the context of priorities?

a) Emotions are unrelated to priorities

b) Emotions signal the need for priority rearrangement

c) Emotions are fixed and unchangeable

d) Emotions distract from goal pursuit

A

b) Emotions signal the need for priority rearrangement

121
Q

What did Simon argue about the function of anxiety as an emotion?

a) Anxiety is a sign of personal weakness

b) Anxiety signals the need for attention to personal well-being

c) Anxiety is irrelevant to goal pursuit

d) Anxiety is an external call to rearrange priorities

A

b) Anxiety signals the need for attention to personal well-being

122
Q

In Simon’s perspective, what does anger as an emotion signal?

a) A lack of emotional intelligence

b) A need for increased social interaction

c) The importance of personal well-being

d) A need for higher priority on autonomy

A

d) A need for higher priority on autonomy

123
Q

How did Simon relate emotions like anxiety and anger to priorities?’

a) Emotions have no impact on priority rearrangement

b) Emotions are signals for rearranging priorities

c) Emotions are fixed and unchangeable

d) Emotions are unrelated to goal pursuit

A

b) Emotions are signals for rearranging priorities

124
Q

According to the analysis of emotions, how is progress toward many goals monitored?

a) Through constant conscious awareness

b) Outside awareness

c) Through explicit goal-tracking tools

d) Through frequent written evaluations

A

b) Outside awareness

125
Q

What happens if a problem arises for some goal, based on the emotional perspective of self regulation

a) Emotion pertaining to the problem decreases

b) Emotion pertaining to the problem increases

c) The problem is ignored

d) The goal is abandoned

A

b) Emotion pertaining to the problem increases

126
Q

what can happen if a problem for a goal becomes intense enough?

a) The goal is abandoned immediately

b) Emotion becomes intense enough to interrupt ongoing activities

c) The goal becomes less important

d) The emotion remains constant

A

b) Emotion becomes intense enough to interrupt ongoing activities

127
Q

Simon’s theory fits the idea that emotions are produced by a system that monitors ______ toward attaining goals

a) The emotional state of the individual

b) How well things are going

c) The number of subgoals

d) The time spent

A

b) How well things are going

128
Q

How does Simon’s theory align with the production of emotions?

a) Emotions are unrelated to goal attainment

b) Emotions are produced by a system monitoring goal attainment

c) Emotions are fixed and unchangeable

d) Emotions are irrelevant to progress tracking

A

b) Emotions are produced by a system monitoring goal attainment

129
Q

In the context of Simon’s theory, what is the primary role of the system in producing emotions?

a) To distract individuals from goal pursuit

b) To fix emotions at a certain level

c) To monitor progress toward attaining goals

d) To ignore the importance of goals

A

c) To monitor progress toward attaining goals

130
Q

As suggested by Simon (1967), when something is going badly and negative feelings arise, you often engage

A) in strategies until you give up

B) the same amount of effort until you’re feeling subsides

C) less effort toward the goal the feeling relates to

D) more effort toward the goal the feeling relates to

A

D) more effort toward the goal the feeling relates

131
Q

What is suggested about “coasting” in the context of goal progress?

a) Coasting is unrelated to feeling good about progress

b) Coasting is necessary for achieving any goal

c) Coasting is a strategy employed when feeling good about progress

d) Coasting is a hindrance to goal attainment

A

c) Coasting is a strategy employed when feeling good about progress

132
Q

when might individuals engage in “coasting”?

a) When they are uncertain about their progress

b) When they feel good about their progress

c) When they face insurmountable obstacles

d) When they abandon their goals

A

b) When they feel good about their progress

133
Q

how does “coasting” contribute to the process of juggling many goals at once?

a) Coasting complicates the process of juggling goals

b) Coasting is irrelevant to juggling multiple goals

c) Coasting helps by allowing individuals to ease up on one goal while attending to others

d) Coasting prevents individuals from pursuing multiple goals

A

c) Coasting helps by allowing individuals to ease up on one goal while attending to others

134
Q

What advantage does “coasting” offer in the context of juggling multiple goals?

a) It forces individuals to focus on one goal exclusively

b) It makes the juggling process more challenging

c) It allows individuals to ease up on one goal to attend to others

d) It limits the pursuit of multiple goals simultaneously

A

c) It allows individuals to ease up on one goal to attend to others

135
Q

what is the suggested relationship between being ahead on one goal and the ability to ease up on it?

a) Being ahead on one goal hinders the ability to ease up

b) Being ahead on one goal is unrelated to the ability to ease up

c) Being ahead on one goal facilitates the ability to ease up

d) Being ahead on one goal prevents the pursuit of other goals

A

c) Being ahead on one goal facilitates the ability to ease up

136
Q

what role does “coasting” play in managing multiple goals?

a) It creates chaos in goal management

b) It hinders the pursuit of any goals

c) It facilitates the balanced pursuit of multiple goals

d) It limits the pursuit of goals to one at a time

A

c) It facilitates the balanced pursuit of multiple goals

137
Q

how does “coasting” support individuals in attending to other goals?

a) By preventing the pursuit of other goals

b) By making the pursuit of other goals more difficult

c) By allowing individuals to ease up on one goal

d) By increasing the intensity of effort on all goals simultaneously

A

c) By allowing individuals to ease up on one goal

138
Q

People often encounter obstacles when they try to carry out their intentions and attain their goals, if the obstacles are serious

A) they also tend to enhance effort

B) they also tend to disrupt effort

C) they also tend to not influence effort

D) all of the above

A

B) they also tend to disrupt effort

139
Q

hen people feel enough doubt, they are more likely to

A) reorganise

B) disengage

C) stress out

D) try harder

A

B) disengage

140
Q

What concept is suggested to be useful in thinking about variations in effort?

a) Linearity

b) Dichotomy

c) Continuity

d) Irrelevance

A

b) Dichotomy

141
Q

how are levels of effort described?

a) As constant and unchanging

b) As irrelevant to goal pursuit

c) As falling along a continuum

d) As forming a rigid hierarchy

A

c) As falling along a continuum

142
Q

In the context of effort, what does a dichotomy imply?

a) Constant effort levels

b) Variability in effort levels

c) Unchanging effort patterns

d) Effort unrelated to goals

A

b) Variability in effort levels

143
Q

, what can be considered a useful way to conceptualize variations in effort?

a) As a rigid hierarchy

b) As a continuous spectrum

c) As an irrelevant factor

d) As a rough dichotomy

A

b) As a continuous spectrum

144
Q

in contrast to Carver and Scheier, what does Bandura emphasize regarding expectancies?

a) Confidence versus doubt

b) Efficacy expectancy

c) Reasons for confidence

d) Historical evolution of expectancies

A

b) Efficacy expectancy

145
Q

what is efficacy expectancy, as stressed by Bandura?

a) Confidence in the outcome

b) Belief in personal capability of doing the necessary action

c) Reasons for doubt

d) Historical context of expectancies

A

b) Belief in personal capability of doing the necessary action

146
Q

what is true about generalised expectancy

A) they reflect your level of required action

B) they’re not related to confidence

C) they reflect your intentions

D) they are traitlike

A

D) they are traitlike

147
Q

which of the following is an example of a generalized expectancy

A) confidence about making a desired impression

B) achieving an academic goal

C) pessimism

D) wanting to make dinner

A

C) pessimism

148
Q

which of the following is an example of a specific expectancy

A) achieving an academic goal

B) optimism

C) pessimism

D) none of the above

A

A) achieving an academic goal

149
Q

what expectancy is stable over time and is genetically influenced

A) specific expectancy

B) general expectancy

C) goal expectancy

D) all of the above

A

B) general expectancy

150
Q

Most of what’s known about optimism concerns

a) Physical health

b) Cognitive processes

c) Actions and emotional experiences

d) Environmental influences

A

c) Actions and emotional experiences

151
Q

scaling back from a lofty goal in a given domain to a less demanding one

A) disengagement

B) partial disengagement

C) partial quitting

D) quitting

A

B) partial disengagement

152
Q

what system is capable of handling fairly complicated events

A) connectionist

B) intuitive

C) rational

D) interpretive

A

B) intuitive

153
Q

what system, is brought into play when you form an intention, or set a goal purposefully

A) connectionist

B) intuitive

C) rational

D) interpretive

A

C) rational

154
Q

When this system is in charge, behavior is self-regulated in an effortful, top-down manner.

A) connectionist

B) intuitive

C) rational

D) interpretive

A

C) rational

155
Q

the purpose of this system is to handle situations that have to be thought through

A) connectionist

B) intuitive

C) rational

D) interpretive

A

C) rational

156
Q

what is always a concern when it comes to self-control?

a) Cooperation

b) Decision-making

c) Conflicts

d) Emotional experiences

A

c) Conflicts

157
Q

why does self control always concern conflicts

A) because you need to understand what you want to do

B) because behavioral qualities can be activated without your awareness

C) because goals can be incompatible.

D) because an action quality has to be either simple or well learned

A

C) because goals can be incompatible.

158
Q

what is self-control related to?

a) Only impulsive tendencies

b) Only constraining self-control tendencies

c) Both the strength of underlying impulsive tendencies and constraining self-control tendencies

d) Neither impulsive tendencies nor constraining self-control tendencies

A

c) Both the strength of underlying impulsive tendencies and constraining self-control tendencies

159
Q

a tendency to be self-reflective—to think about your feelings, motives, actions

A) introspective awareness

B) private self-consciousness

C) self-awareness

D) reflective consciousness

A

B) private self-consciousness

160
Q

a trait related to the ability to be careful and thorough self-regulators.

A) high conscientiousness

B) high agreeableness

C) low neuroticism

D) high extraversion

A

A) high conscientiousness

161
Q

self-consciousness relates to ________ from the five-factor model

A) openness

B) conscientiousness

C) extraversion

D) agreeableness

A

B) conscientiousness

162
Q

what trait aligns with the ability to notice it if ones actions don’t match their intentions, and they adjust accordingly

A) high conscientiousness

B) high agreeableness

C) low neuroticism

D) high extraversion

A

A) high conscientiousness

163
Q

People lower in this trait are more random and less guided in their behaviour

A) conscientiousness

B) agreeableness

C) neuroticism

D) extraversion

A

A) conscientiousness

164
Q

There’s even evidence that people high in this trait are more prone to do self-regulation that’s automatic and nonconscious

A) conscientiousness

B) agreeableness

C) neuroticism

D) extraversion

A

A) conscientiousness

165
Q

causes better self-regulation toward salient standards

A) self-esteem

B) self-focus

C) self-consciousness

D) self-reflection

A

B) self-focus

166
Q

reduced self-focus makes behavior more poorly regulated, what does this mean

A) the behavior become less carefully thought out and more responsive to cues of the moment

B) the person stops behaving altogether

C) the behavior becomes more deliberate and strategic

D) the person becomes hyper-aware of their actions

A

A) the behavior become less carefully thought out and more responsive to cues of the momen

167
Q

occurs when people become immersed in a group and involves a reduction in self-focus

A) Self-deprecation

B) Social conformity

C) Social identity

D) Deindividuation

A

D) Deindividuation

168
Q

what results when deindividuation occurs

A) heightened self-awareness

B) aggressive and uninhibited behavior

C) increased conformity

D) improved self-regulation

A

B) aggressive and uninhibited behavior

169
Q

What characterizes deindividuation

a) Increased self-focus
b) A rise in individuality
c) A reduction in self-focus
d) Improved self-regulation

A

c) A reduction in self-focus

170
Q

what is the tendency associated with deindividuation?

a) Well-thought-out planning
b) Impulsive behavior and responsiveness to momentary cues
c) Increased individual decision-making
d) Enhanced self-focus

A

b) Impulsive behavior and responsiveness to momentary cues

171
Q

Trapnell and Campbell (1999) distinguished two aspects of self-consciousness, what motives do they suggest underlie self-consciousness

A) achievement-oriented motive and affiliation-seeking motive

B) growth-oriented motive and safety-seeking motive

C) power-seeking motive and intimacy-seeking motive

D) exploration-oriented motive and security-seeking motive

A

B) growth-oriented motive and safety-seeking motive

172
Q

the growth-oriented motive suggested by Trapnell and Campbell relates to

A) self-esteem

B) curiosity

C) conformity

D) self-reflection

A

B) curiosity

173
Q

the safety-seeking motive suggested by Trapnell and Campbell relates to

A) self-actualization

B) risk-taking

C) probe negative affect

D) social connection

A

C) probe negative affect

174
Q

the safety-seeking motive occurs when

A) there is a lack of awareness of negative feelings

B) it isolates the source of the feelings

C) the negative feelings are ignored

D) the individual seeks social support

A

B) it isolates the source of the feelings

175
Q

Trapnell and Campbell created a measure to focus separately on the growth-oriented motive and the safety seeking motive, what is this measure called

A) Rumination–Reflection Questionnaire

B) Self-Consciousness Scales

C) Growth and Safety Motives Scale

D) Reflective Thinking Scale

A

A) Rumination–Reflection Questionnaire

176
Q

in the Rumination–Reflection Questionnaire, the ______ items refer to being unable to put something behind you and the ______ items refer to being fascinated and inquisitive

A) avoidance ; engagement

B) fixation ; curiosity

C) rumination ; reflection

D) obsession ; contemplation

A

C) rumination ; reflection

177
Q

reflection relates to ________, and rumination relates to _______ in relation to personality traits

A) extraversion ; introversion

B) openness to experience ; neuroticism

C) agreeableness ; conscientiousness

D) emotional stability ; emotional instability

A

B) openness to experience ; neuroticism

178
Q

Vallacher and Wegner (1989) developed a measure called the Behavior Identification Form for the purpose of assessing

A) whether people have high or low levels of emotional intelligence

B) whether people tend to view their behavior in high-level or lower-level terms of self-regulatory function

C) whether people have high or low levels of self-esteem

D) the degree of cognitive flexibility individuals have

A

B) whether people tend to view their behavior in high-level or lower-level terms of self-regulatory function

179
Q

Vallacher and Wegner argued that people with similar traits can

A) always behave in the same way

B) be incompatible with each other

C) differ greatly if they think of their goals at different levels

D) share identical cognitive processes

A

C) differ greatly if they think of their goals at different levels

180
Q

People who identify their actions at high levels of self regulation tend to look at

A) specific details

B) intermediate details

C) concrete aspects

D) the big picture

A

D) the big picture

180
Q

People who identify their actions at lower levels tend to focus more on the

A) overarching themes

B) nuts and bolts of what’s going on

C) broader context

D) general principles

A

B) nuts and bolts of what’s going on

181
Q

A Self-Control scale has been developed to assess

A) self control tendencies in emotional intelligence

B) self control tendencies in self-regulatory function

C) self control tendencies in cognitive flexibility

D) self control tendencies in social identity

A

B) self control tendencies in self-regulatory function

182
Q

How are the items on the Self-Control scale described

a) Focused on emotional intelligence

b) Emphasizing cognitive abilities

c) Tending to focus on persistence in completing activities

d) Assessing social skills

A

c) Tending to focus on persistence in completing activities

183
Q

The hierarchical model of self regulation suggests that problems arise from

A) lack of motivation

B) lack of cognitive abilities

C) deeply rooted conflict between goals

D) external environmental factors

A

C) deeply rooted conflict between goals

184
Q

The hierarchical model of self regulation suggests that people face problems when they

A) want abstract goals but lack the know-how to reach them

B) have concrete goals that are too easily achievable

C) set unrealistic goals

D) lack the motivation to pursue their goals

A

A) want abstract goals but lack the know-how to reach them

185
Q

what model would suggest that problems in behaviour arise because people want to be “fulfilled,” “successful,” or “well liked” but don’t know the strategies to attain these goal

A) cognitive-behavioral model

B) hierarchical model

C) social cognitive model

D) psychodynamic model

A

B) hierarchical model

186
Q

what model would suggest that problems in behaviour arise because a person is committed to two goals that can’t be attained easily at the same time

A) cognitive-behavioral model

B) hierarchical model

C) social cognitive model

D) psychodynamic model

A

B) hierarchical model

187
Q

what would the hierarchical view suggest about the difficulty in disengaging from some goals

A) its difficult to reassess your perspective

B) the goals are central to your self

C) the goals are irrelevant to your self

D) the goals are too easily achievable

A

B) the goals are central to your self

188
Q

what happens when people lose a big source of self worth and focus too long on trying to regain it often

A) they become highly motivated to achieve new goals

B) they engage in adaptive coping strategies

C) turns it into a habit

D) they quickly recover and move on

A

C) turns it into a habit

189
Q

in the negative feedback loop, what does the comparator do

A) compares the effect of the environment against your behaviour

B) compares your standard against your current behaviours

C) compares input perceptions against your current goal

D) none of the above

A

C) compares input perceptions against your current goal

190
Q

according to the negative feedback loop, the term “standard” denotes

A) an exception to the rule

B) a value being used as a guide

C) a deviation from the norm

D) a neutral point of reference

A

B) it is a value being used as a guide

191
Q

according to mental contrasting,

A) focusing solely on the past achievements

B) avoiding any reflection on future goals

C) thinking about a future goal and your present state together enables one to reflect on obstacles to goal attainment

D) thinking only about a future goal or only about your present state is required for strong goal commitment

A

C) thinking about a future goal and your present state together enables one to reflect on obstacles to goal attainment

192
Q

in the three level hierarchy, system concepts relates to ______, principles relates to _________ and programs relate to _____

A) abstract guide for behaviour > broad qualities > course of action

B) abstract guide for behaviour > course of action > broad qualities

C) broad qualities > abstract guide for behaviour > abstract action

D) decisions guidelines ; abstract guide for behaviour ; abstract action

A

A) abstract guide for behaviour > broad qualities > course of action

193
Q

in the three level hierarchy, system concepts reflects ______, principles reflect _________ and programs reflects _____

A) concrete activities; qualities that manifest in acts; global sense of values

B) abstract ideas; general concepts; specific actions

C) global sense of values; qualities that manifest in acts; concrete activities

D) none of the above

A

C) global sense of values; qualities that manifest in acts; concrete activities

194
Q

in the three level hierarchy, system concepts reflects ______, principles reflect _________ and programs reflects _____

A) structure; functions; processes

B) quality; traits/values; script

C) traits; scripts; values

D) none of the above

A

B) quality; traits/values; script

195
Q

Simon (1967) argued that emotions are an internal call to rearrange, what does he view anxiety as a signal as

A) our autonomy needs to have a higher priority

B) you’re not paying enough attention to personal well-being

C) an indication of external stressors beyond personal control

D) a sign that emotional expression is insufficient

A

B) you’re not paying enough attention to personal well-being

196
Q

Simon (1967) argued that emotions are an internal call to rearrange, what does he view anger as a signal as

A) our autonomy needs to have a higher priority

B) you’re not paying enough attention to personal well-being

C) an indication of external stressors beyond personal control

D) a sign that emotional expression is insufficient

A

A) our autonomy needs to have a higher priority

Personality Psychology (34 decks)

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