Week 5 Quiz - Attributions and Self-Talk PSYC 460 (PSYC460) : Answered latest Spring 26.

Week 5 Quiz - Attributions and Self-Talk PSYC 460 (PSYC460) : Answered latest Spring 26. Overall Grade (Highest Attempt) 10 / 10 - 100 % Default Question 1 1 / 1 point Imagine a soccer player who often talks to themselves about their performance. They frequently think about why they succeeded or failed in a match. What are these internal explanations called? Question options: The physiological causes of stress during competition Statements made by coaches to motivate athletes External observations about opponents' behavior Conversations with teammates about training goals Internal explanations for success or failure Question 2 1 / 1 point A basketball player is reflecting on their performance and considers whether the cause of their success is something they can control, whether it is stable over time, and whether it is internal or external. Which of the following is NOT one of the three dimensions of attribution according to Weiner (1985)? Question options: Controllability Internal vs. external causesLocus of causality Emotionality Stability Question 3 1 / 1 point A coach is working with an athlete to help them understand their performance outcomes in a more constructive way. What is the primary goal of this attributional training? Question options: To teach athletes how to improve technique To eliminate competition-related stress To emphasize external factors in performance outcomes To prevent athletes from experiencing failure To reframe explanations for success and failure in a constructive way Question 4 1 / 1 point An athlete is learning to focus on what they can control in their performance. Which of the following statements reflects a positive attributional reframe focused on controllability? Question options: "I'll never be able to do this.""I need more reps to learn this." "The coach never gives me a chance." "I always perform better at home games." "The field conditions were terrible." Question 5 1 / 1 point A sports psychologist is explaining the benefits of attributional training to a group of athletes. Which of the following is a key benefit of attributional training? Question options: Focus on stable causes of failure Increased reliance on external validation Avoidance of emotional regulation Reduced need for coaching feedback Improved motivation and resilience Question 6 1 / 1 point An athlete is keeping a structured journal to track their negative thoughts and associated emotions. What technique are they using? Question options:Guided reflection Feedback interventions Role-playing and modeling Self-affirmation charting Thought records Question 7 1 / 1 point A coach is helping an athlete reframe their stable attributions to more constructive ones. Which of the following is an example of this? Question options: "I will never succeed" → "Nobody helps me enough." "The weather was bad" → "The coach didn't prepare us." "I can't do this" → "This drill is too difficult." "I always choke" → "I had an off day; tomorrow is a new day." "The ref ruined the game" → "I let the call affect my focus." Question 8 1 / 1 point What was the main objective of Parker et al.’s study on high-stress student athletes? Question options:To analyze coaching strategies during high-stakes competitions To compare performance anxiety in team sports vs. individual sports To test the effectiveness of an attribution-based motivational intervention on academic performance To evaluate physical conditioning techniques for athletes under pressure To examine injury recovery methods in student athletes Question 9 1 / 1 point According to Parker et al., how does attribution-based motivation treatment primarily work? Question options: By assigning blame for failure to uncontrollable factors By encouraging athletes to attribute outcomes to controllable, internal causes like effort By minimizing emotional responses to performance By focusing on peer comparison as a motivational tool By increasing external rewards for good performance Question 10 1 / 1 point What did the study find about the role of cognitive and affective processes in the intervention’s effectiveness? Question options:Academic performance declined when cognitive processes were targeted Physical stress was more significant than psychological factors These processes had no measurable impact on outcomes Emotional reactions were suppressed to improve academic results Cognitive reframing and positive emotions mediated improvements in achievement