Preadolescent perceptions of challenging and difficult course activities and their motivational distinctions |
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| Authors: | Amy Schweinle Patti J Berg Ashley R Sorenson |
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| Institution: | 1. Counseling and Psychology in Education, University of South Dakota, Vermillion, SD, USA.;2. Department of Physical Therapy, University of South Dakota, Vermillion, SD, USA.;3. Department of Psychology, University of South Dakota, Vermillion, SD, USA. |
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| Abstract: | The present research sought to determine if primary school students differentiate between classes that are challenging and those that are difficult, and how these distinctions relate to their motivation and achievement. Results indicated that there are three types of challenges/difficulties. Challenging classes are those that are demanding of the students but within their ability, are important and are tied to interests; students in these classes are more likely to adopt mastery goal orientations. Purely difficult classes are not valued, require a lot of effort, but are threatening to students’ efficacy. Classes that are difficult compared to others are those that are more demanding for the student than other students or other classes. These classes are not valued and are also seen as a threat to efficacy. Both purely difficult and difficult compared to others classes were negatively related to achievement, and students in these classes are more likely to adopt performance avoidance goal orientations. |
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| Keywords: | motivation challenge achievement efficacy importance goals |
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