Abstract
In a task choice situation, why do some students spontaneously choose challenging tasks while others do not? In the study, 114 undergraduate students were first asked of their perceived competence and interest in solving number puzzles at both individual and situational levels, and then asked to choose one puzzle from four difficulty levels. They received no performance feedback throughout the session. Regression analyses indicated that the students with higher individual interest levels chose more challenging puzzles, while the students with higher levels of perceived competence and low levels of individual interest did not necessarily choose difficult puzzles. The students who chose more challenging puzzles attributed their choices to interest rather than perceived competence. The study suggests a limitation of relying on students' self-reported confidence in their ability and the importance of conceptualizing individual interest as the reason behind the choice of challenging tasks in a low-pressure task choice environment.
| Original language | English |
|---|---|
| Pages (from-to) | 251-259 |
| Number of pages | 9 |
| Journal | Learning and Individual Differences |
| Volume | 17 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 2007 |
| Externally published | Yes |
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Keywords
- Interest
- Intrinsic motivation
- Perceived competence
- Task choice
ASJC Scopus subject areas
- Social Psychology
- Education
- Developmental and Educational Psychology
Cite this
Why face a challenge? The reason behind intrinsically motivated students' spontaneous choice of challenging tasks. / Inoue, Noriyuki.
In: Learning and Individual Differences, Vol. 17, No. 3, 2007, p. 251-259.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Why face a challenge?
T2 - The reason behind intrinsically motivated students' spontaneous choice of challenging tasks
AU - Inoue, Noriyuki
PY - 2007
Y1 - 2007
N2 - In a task choice situation, why do some students spontaneously choose challenging tasks while others do not? In the study, 114 undergraduate students were first asked of their perceived competence and interest in solving number puzzles at both individual and situational levels, and then asked to choose one puzzle from four difficulty levels. They received no performance feedback throughout the session. Regression analyses indicated that the students with higher individual interest levels chose more challenging puzzles, while the students with higher levels of perceived competence and low levels of individual interest did not necessarily choose difficult puzzles. The students who chose more challenging puzzles attributed their choices to interest rather than perceived competence. The study suggests a limitation of relying on students' self-reported confidence in their ability and the importance of conceptualizing individual interest as the reason behind the choice of challenging tasks in a low-pressure task choice environment.
AB - In a task choice situation, why do some students spontaneously choose challenging tasks while others do not? In the study, 114 undergraduate students were first asked of their perceived competence and interest in solving number puzzles at both individual and situational levels, and then asked to choose one puzzle from four difficulty levels. They received no performance feedback throughout the session. Regression analyses indicated that the students with higher individual interest levels chose more challenging puzzles, while the students with higher levels of perceived competence and low levels of individual interest did not necessarily choose difficult puzzles. The students who chose more challenging puzzles attributed their choices to interest rather than perceived competence. The study suggests a limitation of relying on students' self-reported confidence in their ability and the importance of conceptualizing individual interest as the reason behind the choice of challenging tasks in a low-pressure task choice environment.
KW - Interest
KW - Intrinsic motivation
KW - Perceived competence
KW - Task choice
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UR - http://www.scopus.com/inward/citedby.url?scp=34548049751&partnerID=8YFLogxK
U2 - 10.1016/j.lindif.2007.02.002
DO - 10.1016/j.lindif.2007.02.002
M3 - Article
VL - 17
SP - 251
EP - 259
JO - Learning and Individual Differences
JF - Learning and Individual Differences
SN - 1041-6080
IS - 3
ER -