What are the possible effects of an incremental motivational framework on children?

To see ability as changeable and keep trying to do better.

What do the findings suggest about how boys and girls explain failure?

Boys tend to attribute failure to ability less than girls.

Process praise seems to lead children to....

see a link between effort and success.

Identify one aim of the research.

To see if parents give girls less process praise than boys.

In the studies results how did process praise relate to gender?

Boys received more process praise than girls.

Research shows that praising children's effort rather than ability leads to.....

the framework that working hard can change achievements.

Person praise seems to lead children to....

the idea that they are born with or without and ability.

What are the possible consequences of an entity motivational framework for children?

Not trying as hard on a task they think they're not good at.

What is 'entity theory/motivational framework'? A belief that....

behaviour and ability results from a persons nature.

Why did the researchers measure motivational framework in two ways?

To see how strong/robust the effects of process praise were.

What is meant by 'person praise'?

Praising an individual rather than what they are doing.

Why did Gunderson et al. prefer to use a natural research setting instead of a experiment?

Experiments can be artificial and lack ecological validity.

Identify one aim of the research.

Too see if children are affected by praise.

What did Elizabeth Gunderson et al's research aim to investigate?

The effects of parents praising children at home.

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Gunderson et al. (2013)

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Edexcel GCSE (9-1) Psychology

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Questions 17

Answers

1
What are the possible effects of an incremental motivational framework on children?
To see ability as something one is born with or without.
To see ability as fixed and not try to do better.
To see ability as changeable and keep trying to do better.
To see ability as part of nature.
2
What do the findings suggest about how boys and girls explain failure?
Girls tend to attribute failure to ability less than boys.
Boys tend to attribute failure to ability less than girls.
There's no difference.
Boys tend to attribute failure to ability more than girls.
3
What was the correlation between process praise in childhood and when children were older?
None
Inverse
Negative
Positive
4
Process praise seems to lead children to....
a fixed theory.
the idea that they are born with or without an ability.
see a link between praise and success.
see a link between effort and success.
5
Identify one aim of the research.
To see if parents give girls less praise than boys.
To see if teachers give girls less process praise than boys.
To see if girls give less process praise to boys.
To see if parents give girls less process praise than boys.
6
In the studies results how did process praise relate to gender?
Process praise was more effective for boys.
Gender and process praise were unrelated.
Boys received more process praise than girls.
Girls received more process praise than boys.
7
Research shows that praising children's effort rather than ability leads to.....
the framework that working hard can change achievements.
the framework that intelligence can change achievements.
less effort in the future.
the framework that not working hard can change achievements.
8
Person praise seems to lead children to....
see a link between effort and success.
ask for help.
the idea that they are born with or without and ability.
ask their peers for help.
9
What are the possible consequences of an entity motivational framework for children?
Trying as hard as they can on difficult tasks.
Always failing on tasks.
Always trying hard.
Not trying as hard on a task they think they're not good at.
10
What is 'entity theory/motivational framework'? A belief that....
praise is good.
praise is bad.
effort drives behaviour and ability, which can change.
behaviour and ability results from a persons nature.
11
Why did the researchers measure motivational framework in two ways?
To see if gender affected motivational framework.
To see how strong/robust the effects of process praise were.
To see if boy and girls were different.
To see how strong/robust the effects of person praise were.
12
What is meant by 'person praise'?
Praising the a person for being intelligent.
Praising an individual rather than what they are doing.
Praising a persons parents.
Praising what is being done, not the individual.
13
What was the relationship between early person praise and later fixed frameworks?
The results were unclear.
There was a strong relationship.
There wasn't any relationship.
The was a weak positive correlation.
14
Why did Gunderson et al. prefer to use a natural research setting instead of a experiment?
Experiments can be scary.
Experiments can be artificial and lack ecological validity.
Experiments are always difficult to set up.
Experiments are too realistic.
15
Identify one aim of the research.
Too see if children are affected by praise.
To see if parents give girls less praise.
To see if parents give more praise to boys.
To see if girls are affected more than boys by praise.
16
What is meant by 'process praise'?
Never praising.
Praising behaviour and effort.
Praising the individuals parents.
Praising the individual
17
What did Elizabeth Gunderson et al's research aim to investigate?
The effects of parents praising children at school.
The effects of parents praising children at home.
The effects of teachers praising children at home.
The effects of teachers praising children at school.

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