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Ng, Clarence – Journal of Educational Psychology, 2021
What motivates high school students to persist with challenging mathematics? The current investigation examined this important question using the concept of mathematics self-schema, that is, students' cognitive generalizations of their selves in learning mathematics. Mathematics self-schemas are important sources of motivation. It was hypothesized…
Descriptors: Foreign Countries, High School Students, Learning Motivation, Academic Persistence
Schneider, Sascha; Nebel, Steve; Meyer, Selina; Rey, Günter Daniel – Journal of Educational Psychology, 2022
According to self-determination theory, both provision of choice and reduced task difficulty facilitate learners' motivation via an increase in 2 basic psychological needs. This study examines the moderating role of the autonomy-changing effect of "choice" on the competence-altering effect of differences in "perceived task…
Descriptors: Difficulty Level, Multimedia Materials, Learning Motivation, Multimedia Instruction
Schneider, Sascha; Nebel, Steve; Beege, Maik; Rey, Günter Daniel – Journal of Educational Psychology, 2020
Many (digital) learning materials are often based on a combination of text and pictures, whereby pictures often only serve a decorative (learning-irrelevant) function. Such decorative pictures were proven as detrimental for learning success. In contrast, research on retrieval cues (also known as "memory cues") showed that a…
Descriptors: Recall (Psychology), Pictorial Stimuli, Cues, Multimedia Materials
Baten, Elke; Vansteenkiste, Maarten; De Muynck, Gert-Jan; De Poortere, Eline; Desoete, Annemie – Journal of Educational Psychology, 2020
Although teachers are recommended to create a stimulating learning environment in which children can use, perfect, and extend their skills, this is far from easy. In many cases, identifying the optimal difficulty level of learning tasks involves a trial-and-error process during which teachers offer children too difficult tasks, with negative…
Descriptors: Difficulty Level, Learning Processes, Personal Autonomy, Teacher Student Relationship

Rosswork, Sandra G. – Journal of Educational Psychology, 1977
In a sentence-completion task, eighty sixth-grade students were assigned specific difficult goals or general goals ("do your best"). Subjects received one of four levels of monetary incentive. Specific difficult goals produced higher performance than nonspecific across various incentive conditions, and maintained those levels when previously…
Descriptors: Difficulty Level, Goal Orientation, Intermediate Grades, Learning Motivation

Fass, Warren; Schumacher, Gary M. – Journal of Educational Psychology, 1978
Undergraduates read a prose passage and were tested on its contents. Difficulty, permission to underline key phrases, and financial motivation were varied. Non-highly motivated subjects performed better on the easy version; underlining aided highly motivated subjects and those reading the difficult version. (Author/RD)
Descriptors: Difficulty Level, Higher Education, Learning Activities, Learning Motivation