When the instructor keeps the learner informed of lesson objectives and completion standards, it minimizes the learner's feelings of?

Keeping learners informed of lesson objectives and completion standards plays a crucial role in minimizing feelings of insecurity. When students understand what is expected of them and what they need to achieve, they gain clarity and direction, which bolsters their confidence in their ability to meet those expectations. Insecurity often arises from uncertainty about what one is supposed to learn or accomplish. Clear objectives provide a roadmap, enabling learners to focus on specific skills or knowledge areas. This structured approach helps to alleviate anxiety, allowing students to engage more fully with the material and participate actively in their learning process.

On the other hand, the other options relate to different emotional responses that may not be directly influenced by the communication of objectives and standards. For instance, resignation might stem from a lack of motivation or interest, rather than just confusion about the objectives. Similarly, feelings of aggressiveness or overconfidence may arise from other factors, such as personal experiences or temperament, rather than the clarity provided by the instructor. By clearly stating the lesson objectives, instructors create an environment that reduces insecurity, allowing students to feel more comfortable and ready to learn.