Ashley and David are in their second year at the University of Melbourne. David likes to hang out with his classmates outside of class and organises different social activities for their cohort. Ashley is studious, keeps up with the subject readings and often asks clarifying questions during the lectures. Based on this description, which motivational principles are directing Ashley and David’s behaviour?

Question

BlackTom AI · Accepted Answer

We start by identifying the motivational principles described in the scenario. Ashley is described as studious, keeping up with readings and asking clarifying questions. This aligns with a focus on mastering the subject matter and building competence, which corresponds to the strive for mastery. David, on the other hand, organizes social activities for the cohort and enjoys hanging out with classmates, signaling a motivation to form and maintain social connections, aligning with the strive for connectedness.
Option A: 'Ashley and David are both motivated by the strive for connectedness.' This misstates Ashley's behavior, since her actions emphasize academic engagement and mastery rather than primarily seeking social bonds; thus, this option wrongly assigns connectedness as Ashley's primary driver.
Option B: 'Ashley is motivated by the strive for mastery, while David is motivated by the strive for connectedness.' This matches the described behaviors: Ashley’s academic diligence reflects mastery orientation, and David’s social organization reflects connectedness orientation. This option correctly pairs each person with the corresponding motivational principle.
Option C: 'Ashley is motivated by the strive for mastery, while David is motivated by the strive for valuing me and mine.' Valuing me and mine refers to personal possession or self-enhancement concerns rather than social connection; the scenario emphasizes social engagement, so this option mislabels David’s motivation.
Option D: 'Ashley is motivated by the strive for valuing me and mine, while David is motivated by the strive for mastery.' This reverses the observed patterns and assigns possessiveness to Ashley and mastery to David, which contradicts the described behaviors and is therefore incorrect.
In summary, the correct interpretation of Ashley’s and David’s behaviors aligns with mastery for Ashley and connectedness for David, while the other options misattribute motivations or reverse the roles, leading to inaccurate conclusions.

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