Introducing more challenging work without sufficient supports or attention to students' emotions and learning strategies can lead to frustration, withdrawal, disruption, and less learning¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Raising challenge without sufficient supports or attention to students' emotions and learning strategies can lead to student frustration, withdrawal, and disruption, and students can end up learning less than under less challenging work. → Allensworth 2018

Evidence¶

Allensworth 2018¶

Allensworth, E.M., Farrington, C.A., Gordon, M.F., Johnson, D.W., Klein, K., McDaniel, B., & Nagaoka, J. (2018). Supporting social, emotional, & academic development: Research implications for educators. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/page/presentations

q2 · i? · review · r?

The review reports, citing Sporte, Hart, & Wechsler (2009) and Allensworth et al. (2009), that unsupported increases in challenge "can lead to student frustration, withdrawal, and disruption," and that students can end up learning less than under less challenging work. No effect size is printed.

"Introducing more challenging work without sufficient supports or attention to students' emotions and learning strategies to handle the more difficult work can lead to student frustration, withdrawal, and disruption."

Discussion¶

Learner Variables¶

• Affect Regulation — outcome: instruction changes it

Related Claims¶

• Instruction must be challenging for learning gains, but raising challenge without classroom control and student support harms grades and engagement — the general claim this finding bears on, with the studies behind it
• Imbalanced challenge and support causes novice library learners to give up or remain dependent (authors' asserted relationship) — a broader claim this one bears on
• Students' application of teacher support predicts accurate answers in small-group work — related
• Students with belonging, purpose, collaboration, goal-setting, and perseverance skills alongside academic knowledge are more likely to reach their full potential — related
• Universal school-based SEL programs improve students' behaviour, with a small and, in recent randomised trials, negligible effect on academic achievement — related
• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — a broader claim this one bears on
• Pursuing unrealistic goals can lead to discouragement and frustration, so goals should balance rigor with realism — a narrower finding that bears on this claim
• Teachers report that disruptive behaviors of students in foster care are easily misinterpreted and that purely disciplinary responses can make things worse — related
• Teachers treat resilience under challenge as a teachable skill that current routines and dashboards do little to support — a narrower finding that bears on this claim
• The usefulness of the GAP depends on players being sufficiently challenged in the game — related
• Case analysis shows regulation strategies did not always align with the challenges faced, leading to recurring difficulties within the group — related