What is the most appropriate answer and I also need to calculate the following questions.

Job Diagnostic Survey CIRCLE THE NUMBER ON THE RIGHT THAT BEST DESCRIBES STUDENT WORK VERY LITTLE MODERATELY VERY MUCH 1. To what extent does student work permit you to de- cide on your own how to go about doing the work? . To what extent does student work Involve doing a whole or Identifiable piece of work. rather than a small portion of the overall work process? . To what extent does student work require you to do many different things. using a variety of your skills and talents? . To what extent are the results of your work as a stu- dent likely to significantly affect the lives and well-being of other people (e.g.. within your school. your family. society)? . To what extent does working on student activities pro- vide information about your performance? CIRCLE THE NUMBER ON THE RIGHT THAT BEST DESCRIBES STUDENT WORK UNCERTAJN . Being a student requires me to use a number of com- plex and high-level skifls. . Student work Is arranged so that I do not have the chance to do an entire piece of work from beginning to end. . Doing the work required of students provides many chances for me to figure out how well lam doing. . The work students must do is quite simple and repetitive. . The work of a student is the type where a lot of other people can be affected by how well the work gets done. . Student work denies me any chance to use my per- sonal initiative or judgment In carrying out the work. . Student work provides me the chance to completely finish the pieces of work I begin. . Doing student work by itself provides very few clues about whether I am performing well. . As a student, I have considerable opportunity for Inde. pendence and freedom in how I do the work. . The work I perform as a student is not very significant or Important In the broader scheme of things. Skill variety (SV) Question 3 + 6 + 9 = Task identity (TI ) Question 2 + 7 + 12 3 Task significance (TS) Question 4 + 10 + 15 Question 1 + 11 + 14 Autonomy Question 5 + 8 + 13 Job feedback Calculating Motivating-Potential Score (MPS): Use the following formula and the earlier results to calculate the mo- tivating-potential score. Notice that skill variety, task identity, and task significance are averaged before being multiplied by the score for autonomy and job feedback. SV + TI + TS 3 X Autonomy x Job Feedback X X