BU288 OB MIDTERM 1 EXAM SCRIPT 2026 FULL
EVALUATION VERIFIED A+
◉ Emotional intelligence is especially important in jobs
A) that involve manual tasks.
B) that are complex.
C) at higher organizational levels.
D) that involve mental tasks.
E) that involve social interaction. Answer: e
◉ Research has found that emotional intelligence
A) predicts job performance and academic performance.
B) predicts job performance but not academic performance.
C) does not predict job performance.
D) does not predict academic performance.
E) predicts academic performance but not job performance. Answer:
a
◉ Research has found that general cognitive ability
A) predicts learning, training success, and job performance.
B) predicts learning and job performance but not training success.
,C) predicts learning and training success but not job performance.
D) does not predict learning, training success, or job performance.
E) predicts training success and job performance but not learning.
Answer: a
◉ The ability to accurately identify emotions in people's faces and
nonverbal behaviour is an example of the
A) diagnosis of emotions.
B) knowledge and understanding of emotions.
C) management of emotions.
D) perception of emotions.
E) integration and assimilation of emotions. Answer: d
◉ Which of the following is a good practical example of goal
challenge?
A) Encourage a D student to set a goal of achieving Ds in the coming
semester.
B) Encourage a D student to set a goal of achieving Bs in the coming
semester.
C) Encourage a D student to set a goal of achieving Cs in the coming
semester.
D) Encourage a D student to set a goal of achieving As in the coming
semester.
E) It depends on the student. Answer: c
,◉ Which of the following is most accurate concerning participation
in goal setting?
A) Participation should never be used for goal setting in a climate of
distrust between employees and
management.
B) Participation in goal setting never increases performance.
C) Participation in goal setting always increases performance.
D) Participation in goal setting almost always results in the setting of
less difficult goals.
E) Participation in goal setting sometimes increases performance
and sometimes it does not. Answer: e
◉ Research shows that participation in goal setting
A) can reduce performance by lowering the difficulty of goals that
employees adopt.
B) can improve performance by lowering the difficulty of goals that
employees adopt.
C) can reduce performance by increasing the difficulty of goals that
employees adopt.
D) has no effect at all on performance or goal difficulty.
E) can improve performance by increasing the difficulty of goals that
employees adopt Answer: e
, ◉ What is the relationship between monetary incentives in goal
setting and performance?
A) Goal setting has led to performance decreases when monetary
incentives are not provided for goal
accomplishment.
B) It depends on the employees and the incentive.
C) Goal setting has led to performance increases without monetary
incentives for goal accomplishment.
D) Goal setting has led to performance decreases with monetary
incentives for goal accomplishment.
E) Goal setting only leads to performance increases when monetary
incentives for goal accomplishment are
provided. Answer: c
◉ Goals that focus attention on the achievement of specific
performance outcomes are called
A) specific goals.
B) outcome goals.
C) learning goals.
D) performance goals.
E) challenging goals. Answer: d
◉ Process-oriented goals that enhance understanding of a task and
the use of task strategies are called
EVALUATION VERIFIED A+
◉ Emotional intelligence is especially important in jobs
A) that involve manual tasks.
B) that are complex.
C) at higher organizational levels.
D) that involve mental tasks.
E) that involve social interaction. Answer: e
◉ Research has found that emotional intelligence
A) predicts job performance and academic performance.
B) predicts job performance but not academic performance.
C) does not predict job performance.
D) does not predict academic performance.
E) predicts academic performance but not job performance. Answer:
a
◉ Research has found that general cognitive ability
A) predicts learning, training success, and job performance.
B) predicts learning and job performance but not training success.
,C) predicts learning and training success but not job performance.
D) does not predict learning, training success, or job performance.
E) predicts training success and job performance but not learning.
Answer: a
◉ The ability to accurately identify emotions in people's faces and
nonverbal behaviour is an example of the
A) diagnosis of emotions.
B) knowledge and understanding of emotions.
C) management of emotions.
D) perception of emotions.
E) integration and assimilation of emotions. Answer: d
◉ Which of the following is a good practical example of goal
challenge?
A) Encourage a D student to set a goal of achieving Ds in the coming
semester.
B) Encourage a D student to set a goal of achieving Bs in the coming
semester.
C) Encourage a D student to set a goal of achieving Cs in the coming
semester.
D) Encourage a D student to set a goal of achieving As in the coming
semester.
E) It depends on the student. Answer: c
,◉ Which of the following is most accurate concerning participation
in goal setting?
A) Participation should never be used for goal setting in a climate of
distrust between employees and
management.
B) Participation in goal setting never increases performance.
C) Participation in goal setting always increases performance.
D) Participation in goal setting almost always results in the setting of
less difficult goals.
E) Participation in goal setting sometimes increases performance
and sometimes it does not. Answer: e
◉ Research shows that participation in goal setting
A) can reduce performance by lowering the difficulty of goals that
employees adopt.
B) can improve performance by lowering the difficulty of goals that
employees adopt.
C) can reduce performance by increasing the difficulty of goals that
employees adopt.
D) has no effect at all on performance or goal difficulty.
E) can improve performance by increasing the difficulty of goals that
employees adopt Answer: e
, ◉ What is the relationship between monetary incentives in goal
setting and performance?
A) Goal setting has led to performance decreases when monetary
incentives are not provided for goal
accomplishment.
B) It depends on the employees and the incentive.
C) Goal setting has led to performance increases without monetary
incentives for goal accomplishment.
D) Goal setting has led to performance decreases with monetary
incentives for goal accomplishment.
E) Goal setting only leads to performance increases when monetary
incentives for goal accomplishment are
provided. Answer: c
◉ Goals that focus attention on the achievement of specific
performance outcomes are called
A) specific goals.
B) outcome goals.
C) learning goals.
D) performance goals.
E) challenging goals. Answer: d
◉ Process-oriented goals that enhance understanding of a task and
the use of task strategies are called
