When the Going Gets Tough: Implications of Reactance for Interpretations of Experienced Difficulty in the Classroom

Autor/inn/en	Elmore, Kristen; Oyserman, Daphna; Smith, George; Novin, Sheida
Titel	When the Going Gets Tough: Implications of Reactance for Interpretations of Experienced Difficulty in the Classroom
Quelle	In: AERA Open, 2 (2016) 3, (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Grade 6; Grade 7; Grade 8; Middle School Students; Intelligence Tests; Difficulty Level; Adolescents; Student Motivation; African Americans; Low Income Students; At Risk Students; Michigan (Detroit); Raven Progressive Matrices + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Intelligence test; Intelligenztest; Schwierigkeitsgrad; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schulische Motivation; Afroamerikaner
Abstract	The motivational impact of messages about how to interpret experienced difficulty with schoolwork was tested in two studies. Students read that experienced difficulty with schoolwork is a signal either of the importance or of the impossibility of succeeding in school, rated how much they agreed, and completed a difficult task (Raven's Progressive Matrices). In the absence of reactance (Study 1, N = 93), students' performance reflected an assimilation of the interpretation of experienced difficulty message to which they were randomly assigned. In the presence of conditions conducive to reactance (Study 2, N = 181), the effect on performance was more complex, reflecting contrast with or assimilation to message content depending on message acceptance. Contrast (rejecting the message) bolstered performance if the message was that experienced difficulty implies that the task is impossible, whereas assimilation (accepting the message) bolstered performance if the message was that experienced difficulty implies that the task is important. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01