Experienced effort-by-need frustration is neither a necessary requirement nor a typical concomitant of high-quality learning¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2024 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? From motivational research on intrinsic motivation, flow, interest, and need for cognition, aversive effort experience is not required for high-quality learning and should not be tolerated as its typical accompaniment. → Axel Grund 2024

Evidence¶

Axel Grund 2024¶

Axel Grund, Stefan Fries, Matthias Nückles, Alexander Renkl, Julian Roelle. (2024). When is Learning “Effortful”? Scrutinizing the Concept of Mental Effort in Cognitively Oriented Research from a Motivational Perspective. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09852-7

q2 · i? · theoretical · r3

Narrative review argument synthesizing research on autonomous motivation, flow, interest, and need for cognition: these approaches characterize effective learning as connected to positive affect despite high object-level demands, so "experienced effort-by-need frustration, or “pain,” nei- ther can be a necessary requirement of high-quality learning." Theoretical argument, no effect size.

"From these perspectives, experienced effort-by-need frustration, or “pain,” nei- ther can be a necessary requirement of high-quality learning nor should it be toler - ated as a typical concomitant of it."

Discussion¶

Learner Variables¶

• Achievement Emotions — predictor: learners who differ on it differ in outcomes
• Affect Regulation — predictor: learners who differ on it differ in outcomes

Related Claims¶

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• CHAT analysis identified three Type 2 secondary contradictions whose operation through psychological need frustration explained motivational decline despite growing competence — related
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