CMPC ALL TEST CORRECT QUESTIONS AND
ANSWERS SET A+
✔✔phenomenological approach to personality - ✔✔behavior is best accounted for by
situations and personal characteristics
✔✔iceberg profiles - ✔✔tension, depression, anger, vigor, fatigue, confusion
✔✔trait-centered view of motivation - ✔✔motivation solely due to individual
characteristics
✔✔situation-centered view of motivation - ✔✔motivation primarily determined by
situation
✔✔interactional view of motivation - ✔✔how person and situation interact
✔✔need achievement theory - ✔✔considers personal and situational predictors of
behavior: personality factors (motive to achieve success or motive to avoid failure) X
situational factors (probability of success or incentive value of success) = resultant
tendency (approach success or avoid failure) and emotional reactions (focus on pride of
success including seeking out achievement situations, looking for challenges, or
enhanced performance vs. focus on shame of failure including avoiding achievement
situations, avoiding risk or perform poorly)
✔✔attribution theory - ✔✔how people explain their successes and failures: stability
(success or failure as permanent or unstable), locus of causality (external or internal
factors), locus of control (is or is not under our control)
✔✔achievement goal theory - ✔✔achievement goals (task/mastery vs.
outcome/competitive), perceived ability (high or low), and achievement behavior
(performance, effort, persistence, task choice)
, ✔✔competence motivation theory - ✔✔athletes' perceptions of control work along with
self-worth and competence evaluations to influence their motivations which influence
affective or emotional states that in turn influence motivation
✔✔autonomous competence stage - ✔✔age 0-4: self-comparison
✔✔social comparison stage - ✔✔age 5: directly compare performance with others
✔✔integrated stage - ✔✔know when appropriate to compare and compete with others
and when to adopt self-referenced standards
✔✔stress - ✔✔imbalance between demand and response capability, where failure has
important consequences (environmental demand, perception of demand, stress
response, behavioral consequence)
✔✔situational sources of stress - ✔✔importance placed on event and uncertainty of
outcome of event
✔✔personal sources of stress - ✔✔trait anxiety; self-esteem; social physique anxiety
(anxiety from being observed by others)
✔✔drive theory - ✔✔as individual arousal/state anxiety increases, so does performance
✔✔social facilitation theory - ✔✔presence of others helps performance on well-learned
or simple tasks, but inhibits/lessens performance on unlearned/complex terms
✔✔catastrophe model - ✔✔physiological arousal is related to performance in inverted
U, but only when athlete isn't worried or has low cognitive state anxiety
✔✔reversal theory - ✔✔performance depends on individual interpretation of arousal
(performers can shift or reverse their positive/negative interpretations)
✔✔objective competition situation - ✔✔comparing to at least one other person and
standard for comparison
✔✔subjective competitive situation - ✔✔how person perceives, accepts, and appraises
the objective competitive situation
✔✔creating positive motivational climate (TARGET) - ✔✔- tasks (focus on learning/task
involvement)
- authority (allow athletes to participate in decision making process)
- reward (only for improvement vs. self instead of others)
- grouping (creating cooperative learning environments)
- evaluation (eval progress and learning)
ANSWERS SET A+
✔✔phenomenological approach to personality - ✔✔behavior is best accounted for by
situations and personal characteristics
✔✔iceberg profiles - ✔✔tension, depression, anger, vigor, fatigue, confusion
✔✔trait-centered view of motivation - ✔✔motivation solely due to individual
characteristics
✔✔situation-centered view of motivation - ✔✔motivation primarily determined by
situation
✔✔interactional view of motivation - ✔✔how person and situation interact
✔✔need achievement theory - ✔✔considers personal and situational predictors of
behavior: personality factors (motive to achieve success or motive to avoid failure) X
situational factors (probability of success or incentive value of success) = resultant
tendency (approach success or avoid failure) and emotional reactions (focus on pride of
success including seeking out achievement situations, looking for challenges, or
enhanced performance vs. focus on shame of failure including avoiding achievement
situations, avoiding risk or perform poorly)
✔✔attribution theory - ✔✔how people explain their successes and failures: stability
(success or failure as permanent or unstable), locus of causality (external or internal
factors), locus of control (is or is not under our control)
✔✔achievement goal theory - ✔✔achievement goals (task/mastery vs.
outcome/competitive), perceived ability (high or low), and achievement behavior
(performance, effort, persistence, task choice)
, ✔✔competence motivation theory - ✔✔athletes' perceptions of control work along with
self-worth and competence evaluations to influence their motivations which influence
affective or emotional states that in turn influence motivation
✔✔autonomous competence stage - ✔✔age 0-4: self-comparison
✔✔social comparison stage - ✔✔age 5: directly compare performance with others
✔✔integrated stage - ✔✔know when appropriate to compare and compete with others
and when to adopt self-referenced standards
✔✔stress - ✔✔imbalance between demand and response capability, where failure has
important consequences (environmental demand, perception of demand, stress
response, behavioral consequence)
✔✔situational sources of stress - ✔✔importance placed on event and uncertainty of
outcome of event
✔✔personal sources of stress - ✔✔trait anxiety; self-esteem; social physique anxiety
(anxiety from being observed by others)
✔✔drive theory - ✔✔as individual arousal/state anxiety increases, so does performance
✔✔social facilitation theory - ✔✔presence of others helps performance on well-learned
or simple tasks, but inhibits/lessens performance on unlearned/complex terms
✔✔catastrophe model - ✔✔physiological arousal is related to performance in inverted
U, but only when athlete isn't worried or has low cognitive state anxiety
✔✔reversal theory - ✔✔performance depends on individual interpretation of arousal
(performers can shift or reverse their positive/negative interpretations)
✔✔objective competition situation - ✔✔comparing to at least one other person and
standard for comparison
✔✔subjective competitive situation - ✔✔how person perceives, accepts, and appraises
the objective competitive situation
✔✔creating positive motivational climate (TARGET) - ✔✔- tasks (focus on learning/task
involvement)
- authority (allow athletes to participate in decision making process)
- reward (only for improvement vs. self instead of others)
- grouping (creating cooperative learning environments)
- evaluation (eval progress and learning)
