Difficult math exercises impair elementary children's motivational, cognitive and affective task experiences relative to easier exercises¶

Claim · All claims
Evidence · 1 study · causal r3 · q3 · i3 large
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 In a randomized experiment, children solving difficult exercises reported more autonomy and competence frustration, less competence satisfaction, more irritation, less interest/enjoyment, and more cognitive disengagement than children solving easy-medium exercises. → Baten 2020

Evidence¶

Baten 2020¶

Baten, E., Vansteenkiste, M., De Muynck, G., De Poortere, E., Desoete, A. (2020). 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. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000444

q3 · i3 · causal · r3

MANCOVA in a randomized 2x2 experiment with 479 fourth graders; difficulty main effect was significant, F(8, 370) = 10.49, p < .001, ηp² = .19. Children in the difficult condition "reported more autonomy and competence frustration and less 12 competence satisfaction" and more irritation and disengagement.

"Difficulty level had a significant effect in the expected direction on all outcome 10 variables, except for the non-significant effect on autonomy satisfaction. Children solving the 11 more difficult exercises r eported more autonomy and competence frustration and less 12 competence satisfaction, they felt more irritated and perceived the exercises to be less enjoyable 13 and interesting."

Discussion¶

Related Claims¶

• Autonomy-supportive instructions dampen the impairing effects of difficult math exercises on need-based experiences — related
• Need-based experiences mediate the effects of task difficulty and instructional style on motivational, cognitive, affective and behavioral outcomes — related
• Children's autonomous and controlled motivation for mathematics rarely moderate the effects of task difficulty and instructional style — related
• Autonomy-supportive versus controlling instructions have limited main effects, enhancing autonomy satisfaction only — related
• Well-designed games can promote persistence in practice and high-quality engagement, and when basic needs of autonomy, competence, and relatedness are met, learning becomes its own reward, reducing the temptation to outsource cognitive effort to LLMs. — related