How Can the Blow of Math Difficulty on Elementary School Children's Motivational, Cognitive, and Affective Experiences Be Dampened? The Critical Role of Autonomy-Supportive Instructions

Autor/inn/en	Baten, Elke; Vansteenkiste, Maarten; De Muynck, Gert-Jan; De Poortere, Eline; Desoete, Annemie
Titel	How Can the Blow of Math Difficulty on Elementary School Children's Motivational, Cognitive, and Affective Experiences Be Dampened? The Critical Role of Autonomy-Supportive Instructions
Quelle	In: Journal of Educational Psychology, 112 (2020) 8, S.1490-1505 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baten, Elke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000444
Schlagwörter	Difficulty Level; Learning Processes; Personal Autonomy; Teacher Student Relationship; Elementary School Students; Cartoons; Mathematics Instruction; Teaching Methods; Comparative Analysis; Learner Engagement; Student Interests; Student Motivation; Affective Behavior; Learning Motivation; Visual Aids; Foreign Countries; Metacognition; Mathematics Tests; Teaching Styles; Measures (Individuals); Belgium + Suchen Sie Ihr Suchwort? Schwierigkeitsgrad; Learning process; Lernprozess; Individuelle Autonomie; Teacher student relationships; Lehrer-Schüler-Beziehung; Zeichentrickfilm; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Studieninteresse; Schulische Motivation; Affective disturbance; Active behaviour; Affektive Störung; Motivation for studies; Lernmotivation; Anschauungsmaterial; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lehrstil; Unterrichtsstil; Messdaten; Belgien
Abstract	Although teachers are recommended to create a stimulating learning environment in which children can use, perfect, and extend their skills, this is far from easy. In many cases, identifying the optimal difficulty level of learning tasks involves a trial-and-error process during which teachers offer children too difficult tasks, with negative outcomes as a result. This experimental study investigated if autonomy-supportive instructions could dampen or even cancel out these presumed negative outcomes associated with math difficulty in elementary schoolchildren (N = 479; M[subscript age] = 9.41). After varying an autonomy-supportive versus a controlling instructional style through a comic book, children solved a series of either easy-medium or difficult math exercises, followed by the completion of questionnaires and the opportunity to choose the difficulty level of a final set of exercises to work on independently. Children who solved difficult, relative to easier, exercises reported less interest, more irritation, and more cognitive disengagement, while also seeking less challenge when asked to work independently. Need-based experiences of competence and autonomy accounted for these effects. Yet, the impairing impact of task difficulty could, at least partially, be dampened through the use of an autonomy-supportive relative to a controlling instructional style, which led to enhanced autonomy satisfaction. These findings largely occurred independent of children's motives for mathematics. The results have high practical value, especially for poor performers and children with mathematical learning disabilities, who find math to be harder overall. Limitations and implications for practice are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01