UGC NET Questions (Paper – 1)

Extrinsic motivation arises from external rewards or pressures,such as grades,praise or prizes. Learners engage in tasks to obtain these outcomes rather than for inherent interest. The stem lists grades and certificates as motivators,so the type of motivation is clearly extrinsic.

Option A:
Intrinsic motivation stems from curiosity and enjoyment of the task itself,which is not emphasised when external rewards dominate.

Option B:
Extrinsic motivators can be useful if used carefully,but over-reliance may reduce intrinsic interest,which is why distinguishing them is important. Option B correctly captures the source of motivation described.

Option C:
Normative influences involve conforming to social norms and expectations rather than responding to explicit rewards.

Option D:
Compulsory motivation is not a standard term and would suggest acting only because one is forced,which is not the focus on prizes in the stem.

Option B – intrinsic motivation Intrinsic motivation arises from internal factors such as curiosity, enjoyment and personal value attached to the activity itself. A learner who studies a topic because they find it interesting and satisfying is driven by this inner desire to know more. Such motivation tends to be more enduring and leads to deeper engagement with learning tasks. Hence, the situation described in the stem is an example of intrinsic motivation.

Option A:
Extrinsic motivation is based on external rewards or pressures, such as grades, prizes or fear of punishment. In that case, the activity is a means to an external end rather than fulfilling in itself. Since the stem mentions personal interest and curiosity rather than rewards, extrinsic motivation is not the correct type here.

Option B:
Intrinsic motivation explains why some students read extra books, explore beyond the syllabus or pursue hobbies even without external incentives. The satisfaction comes from the learning process and mastery itself. Because the student in the question is studying purely out of interest, this option correctly identifies the form of motivation involved.

Option C:
Coercive motivation would rely on threats or force to make students study, creating compliance rather than genuine interest. This often undermines long-term engagement and is opposite to the voluntary enthusiasm described in the stem. Therefore, it cannot be the correct answer.

Option D:
Compulsory motivation is not a standard term in educational psychology; compulsion implies external requirement rather than internal desire. The student in the stem chooses to study because they are curious, not because they are forced, so this option does not fit the described behaviour.

In behaviourist terms, reinforcement is any consequence that increases the likelihood of a behaviour being repeated. Praise after a correct answer is a positive reinforcer because it encourages students to respond again in the future. It signals approval and can strengthen confidence. Therefore, the teacher’s prompt praise in the stem functions primarily as reinforcement.

Option A:
Reinforcement can be verbal, such as “good answer,” or non-verbal, such as a smile or nod. When given immediately after correct responses, it helps learners associate accurate answers with positive feelings and recognition, supporting further participation. This matches the situation described in the question.

Option B:
Punishment is a negative consequence intended to reduce the occurrence of a behaviour, which is the opposite of what praise does. The teacher’s action is clearly supportive rather than punitive.

Option C:
Competition refers to a situation where learners strive to outperform one another; praise may indirectly influence competition, but the main function here is to encourage the individual student’s correct responding.

Option D:
Diagnosis aims to identify learning difficulties or misconceptions; although praise can provide some information, its primary role in this context is not diagnostic but reinforcing.

Statements A, C, D and E accurately explain key relationships between teaching effectiveness and student achievement. Clarity, organisation and interactions matter; effective teachers monitor and adapt; student motivation and effort play a role; and multiple evidence sources inform evaluation. Statement B is false because learner characteristics, home environment and prior knowledge also influence achievement, and F is false since methods must be adapted to different contexts and groups. Therefore the correct set of statements is A, C, D and E only, making option A the right answer.

Option A:
Option A contains A, C, D and E, representing a comprehensive view of effective teaching, learner contribution and evaluation practices. Because it includes all and only the true statements, A, C, D and E only is the correct combination.

Option B:
Option B adds B, which is false because achievement is influenced by learner-related and contextual factors too. Therefore A, B, C and D only is not correct.

Option C:
Option C includes F (false) and omits D (true), so A, C, E and F only cannot be chosen.

Option D:
Option D includes B and F (both false), so B, D, E and F only is not valid.

Option E includes F (false), so A, C, D, E and F only cannot be correct.

Option F includes B and F (false), so B, C, D and F only is not correct.

Intrinsic motivation arises when learners engage in an activity because they find it interesting, meaningful or enjoyable. When teachers design tasks that relate to students’ real-life interests and allow some choice, students feel more ownership. This leads to deeper engagement and sustained effort even without external rewards. Hence such practices enhance intrinsic motivation.

Option A:
This option focuses only on top performers and ignores others. Over time, many students may feel that their sincere efforts are not valued, which can reduce motivation and create a fixed-mindset culture.

Option B:
This option correctly emphasizes the relevance and meaningfulness of learning activities. When students see value in what they are doing, they are more likely to persist and explore concepts further.

Option C:
This option relies on fear and punishment, which may produce short-term compliance but usually undermines intrinsic interest. Learners may associate learning with anxiety rather than curiosity and joy.

Option D:
This option encourages constant social comparison which can harm self-esteem and cooperative spirit. Some students may feel discouraged if they are always ranked low, thereby decreasing motivation.

Classroom climate refers to the overall emotional and social tone of the classroom, shaped by teacher behaviour, peer relationships and norms. A positive climate supports engagement, participation and risk-taking in learning. A negative climate can produce anxiety, withdrawal and conflict, hindering teaching–learning processes. Hence, the atmosphere described in the stem is accurately termed classroom climate.

Option A:
Physical infrastructure includes buildings, furniture and equipment, which are structural conditions for teaching. While important, they do not by themselves capture the emotional and social atmosphere among people. Thus, this option does not fully match the idea of climate.

Option B:
Institutional timetable is an administrative schedule indicating when classes occur. It does not describe the interpersonal atmosphere or feelings within a classroom. Consequently, it cannot be equated with the emotional and social environment referred to in the question.

Option C:
Formal curriculum comprises structured content and objectives specified by educational authorities. It tells what is to be taught but not how people feel while teaching and learning. Therefore, it is not the term used for the classroom’s emotional atmosphere.

Option D:
Classroom climate covers perceptions of safety, support, fairness and respect within the learning space. It is influenced by teacher expectations, rules and interaction patterns. Because the stem explicitly mentions emotional and social atmosphere affecting teaching–learning, this option correctly names the concept.

Statements A, B and D are correct because good feedback is task-focused and timely, should avoid being purely negative and must create opportunities for students to act on it. C is false since waiting until the end of the course removes the possibility of improvement during learning. E is false because learners at all achievement levels benefit from feedback to refine understanding and performance. Therefore, A, B and D only is the correct combination.

Option A:
Option A includes A and B but omits D, ignoring the importance of allowing learners to use feedback in subsequent tasks. Since D is also true, A and B only is incomplete.

Option B:
Option B adds C to A and B, but C incorrectly insists on delaying feedback until the course ends, which contradicts formative assessment principles. Hence A, B and C only cannot be accepted.

Option C:
Option C correctly groups A, B and D, emphasising quality, motivational aspects and opportunities for use of feedback while excluding C and E, which undermine its formative value. Thus A, B and D only is the right answer.

Option D:
Option D combines B, C and D but retains C, the false statement about always delaying feedback, making B, C and D only invalid.

Statements A, C, D and F correctly explain that expectations shape teacher behaviour, influence motivation, can introduce bias and can be examined to reduce stereotyping. Statement B is wrong because high expectations, when combined with appropriate support, generally benefit rather than harm low-achieving students. Statement E is also wrong because teacher expectations do affect interaction patterns, such as attention, questioning and feedback. Thus, the wrong statements are B and E only, so option A is the correct answer.

Option A:
Option A identifies B and E as the incorrect statements, accurately reflecting that they misrepresent the role and impact of teacher expectations on learners and classroom processes. It excludes A, C, D and F, which provide sound explanations consistent with research on expectations. Since it includes all and only the wrong statements, B and E only is the correct combination.

Option B:
Option B selects only B as wrong and overlooks E, even though E denies the well-documented link between expectations and interaction patterns. Because both B and E are incorrect, identifying only B leads to an incomplete answer. Therefore B only cannot be accepted.

Option C:
Option C singles out E as wrong but fails to note that B also misrepresents the potential benefits of high expectations when combined with support. Ignoring this additional incorrect statement means E only is insufficient. Hence option C is not correct.

Option D:
Option D combines B, C and E but treats C as wrong despite it accurately emphasising that belief in students' abilities can raise motivation and effort. Including a true statement among the supposed wrong ones makes this set logically inconsistent. Thus B, C and E only cannot be the right answer.

Option E includes A, B and E as wrong statements, but A is a true statement describing how expectations influence academic performance through teacher behaviour. Misclassifying A as wrong undermines the evidence on expectation effects. Consequently A, B and E only is not a valid answer.

Option F groups B, E and F, but F is a true statement pointing out that reflecting on expectations can help reduce stereotyping. Labelling F as wrong along with B and E shows confusion about reflective practice. Therefore B, E and F only cannot be considered correct.

Statements A, B, D and E accurately capture how expectations work in classrooms. A is true because repeated signals from teachers shape how learners view their own ability. B is true as high but realistic expectations, combined with support, can raise performance. D is true because negative labels communicated publicly can damage motivation and self-worth. E is true since giving attention fairly rather than to a select few reflects more balanced expectations. C and F are false because expectations should be revised in light of evidence and they clearly influence interactions; therefore A, B, D and E only is correct.

Option A:
Option A includes A, B and D but leaves out E, failing to highlight that equitable attention distribution is an indicator of unbiased expectations. Since E is also a correct statement, A, B and D only is incomplete.

Option B:
Option B brings together A, B, D and E, covering self-concept, high expectations, the harm of negative labels and fair attention, while excluding C and F, which freeze expectations and deny interaction effects. This makes A, B, D and E only the correct option.

Option C:
Option C introduces F, claiming expectations are unrelated to interactions, which contradicts research on differential questioning and feedback patterns. Hence B, D, E and F only is invalid.

Option D:
Option D includes C, which argues expectations must never change, even when evidence about students changes. Because this is unrealistic and unprofessional, A, C, D and E only cannot be accepted.

Option C – extrinsic motivation Extrinsic motivation is present when behaviour is controlled by external consequences such as rewards, grades or the threat of punishment. In this case, the learner’s primary goal is to obtain something desirable or avoid something aversive rather than to enjoy the task itself. Completing homework mainly to earn rewards or escape punishment fits this pattern very clearly. Therefore, the behaviour described in the stem is driven by extrinsic motivation.

Option A:
Intrinsic motivation occurs when an activity is undertaken because it is inherently interesting or satisfying, independent of external outcomes. A student who does homework just for rewards or to avoid punishment is not acting out of intrinsic interest in the subject matter. Thus, intrinsic motivation does not correctly describe the situation.

Option B:
Holistic motivation is not a standard technical term and could vaguely refer to a broad set of motives, but it does not capture the specific idea of external rewards or punishments controlling behaviour. The stem clearly emphasizes external consequences, so this option is not precise.

Option C:
Extrinsic motivation explains why learners may comply with tasks they do not particularly enjoy, such as homework, when linked to grades, praise or sanctions. The presence of rewards and punishments as main drivers is the defining feature of this type of motivation. Because the stem describes exactly this condition, this option is the correct answer.

Option D:
Spontaneous motivation would imply acting without obvious prior planning or external pressure, often from sudden interest. The behaviour in the question is not spontaneous but clearly tied to external contingencies, so spontaneous motivation is not an accurate label here.

Statements A, B and D are correct, whereas C is incorrect. A is true because immediacy behaviours such as addressing students by name and showing interest can strengthen their sense of belonging. B is true since feeling close to the teacher often encourages students to ask questions and contribute. D is true as immediacy includes verbal actions like praise and non-verbal cues such as eye contact and open posture. C is false because aloof and distant behaviour generally reduces, rather than increases, student motivation.

Option A:
Option A is incorrect because it contains only A and B and omits D, failing to mention that both verbal and non-verbal actions form part of immediacy. Without D, the description of immediacy is incomplete. Therefore A and B only cannot be the correct answer.

Option B:
Option B is incorrect because it groups B and D only and leaves out A, overlooking the broader impact of immediacy on students’ sense of belonging to the class. Since A is also correct, B and D only is not a full representation of the concept.

Option C:
Option C is correct because it brings together A, B and D, the three statements that accurately connect teacher immediacy with student motivation and participation. It explicitly rejects C, which wrongly suggests that distance and aloofness raise motivation. Hence this option best matches the set of correct statements.

Option D:
Option D is incorrect because it treats all four statements as correct, including C. Since C promotes a view contrary to research on teacher immediacy, the presence of this false statement invalidates the combination.