( ) are the basic structures of learning motivation.
A. learning needs
B. pressure
C. teachers’ requirement
D. incentives
E. parent’s vocation
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According to Ausubel’s Motivation Theory, ( ) are the motivation in school learning situation.
A. cognitive drive
B. achievement motivation
C. ego-enhancement drive
D. affiliative drive
E. mastery goal
According to Achievement Goal Theory, the “success” criteria includes ( ).
A. task criterion
B. value criterion
C. self criterion
D. others criterion
E. ability criterion
Yerkes-Dodson law showed that every activity has its optimal motivation level, and the optimal level changes with the task difficulty. So in details, they are ( ).
A. In the low degree of task difficulty, high motivation level brings high working efficiency.
B. In the moderate degree of task difficulty, moderate motivation level brings high working efficiency.
C. In the high degree of task difficulty, low motivation level brings high working efficiency.
D. In the high degree of task difficulty, motivation level has no relationship with working efficiency.
E. In the high degree of task difficulty, high motivation level brings high working efficiency.
On the relationship between achievement goal and implicit ability Opinion, ( ) in the following descriptions are right.
A. Students with grasping goal hold that ability can’t be improved.
B. Students with grasping goal hold that ability can be improved.
C. Students with performance goal hold that ability can’t be improved.
D. Students with performance goal hold that ability can be improved.
E. There is no difference between students with different learning goal.
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