Shifts in Adaptation: The Effects of Self-Efficacy and Task Difficulty Perception

2017 ◽  
Vol 11 (1) ◽  
pp. 34-52
Author(s):  
Ryan Sides ◽  
Graig Chow ◽  
Gershon Tenenbaum

The purpose of this study was to explore adaptation through the manipulation of perceived task difficulty and self-efficacy to challenge the concepts postulated by the two-perception probabilistic concept of the adaptation phenomenon (TPPCA) conceptual framework. Twenty-four randomized performers completed a handgrip and putting task, at three difficulty levels, to assess their self-efficacy and perceived task difficulty interactions on motivations, affect, and performances. The TPPCA was partially confirmed in both tasks. Specifically, as the task difficulty level increased, arousal increased, pleasantness decreased, and the performance declined. There was no solid support that motivational adaptations were congruent with the TPPCA. The findings pertaining to the human adaptation state represent a first step in encouraging future inquiries in this domain. The findings clarify the notion of perceived task difficulty and self-efficacy discrepancy, which then provokes cognitive appraisals and emotional resources to produce an adaptation response.

2018 ◽  
Vol 12 ◽  
pp. 119-132 ◽  
Author(s):  
Willem van der VEGT

Predicting the difficulty level of a task on the concepts of computer science or computational thinking, like in the Bebras Challenge, proves to be really hard. Question difficulty breaks down in content difficulty, stimulus difficulty and task difficulty. Several instruments are suggested to predict the overall difficulty level, like using a questionnaire or a rubric; these instruments are applied on the data of a recent contest and proved useful. Relative scoring could also turnout helpful. Especially on content difficulty easy applicable solutions are lacking.


2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Margaret Ekatushabe ◽  
Diana Kwarikunda ◽  
Charles M. Muwonge ◽  
Joseph Ssenyonga ◽  
Ulrich Schiefele

Abstract Background Boredom during learning activities has the potential of impeding attention, motivation, learning and eventually achievement. Yet, research focusing on its possible antecedents seems to have received less attention especially within the physics domain. Based on assumptions of the Control Value Theory of Achievement Emotions (CVTAE), this study aimed at examining gender differences and structural relationships between students’ reported perceived teacher autonomy support (PTAS), cognitive appraisals (self-efficacy and task value) and learning-related boredom in physics. A sample of 375 (56% females) randomly selected 9th grade students (mean age = 15.03 years; SD = 1.02) from five secondary schools in Masaka district of Uganda took part in the study. Results Data collected from students’ self-reports using standardised instruments revealed that higher levels of PTAS, self-efficacy, and task value were significantly associated with lower levels of boredom during physics learning. Females reported significantly greater task value for learning physics than the males. Self-efficacy (β = − .10, p < .05) and task value (β = − .09, p < .01) partially mediated the relationship between PTAS and boredom. PTAS showed significant direct negative contributions to boredom (β = − .34, p < .001). Conclusion These findings provide support for theory and practice about the importance of promoting autonomy among students by adjusting instructional behaviours among teachers of physics. Teacher autonomy supportive behaviours influence formation of students’ beliefs about ability, subjective value and learning-related boredom in physics. Implications and suggestions for further research are also discussed in this paper.


2004 ◽  
Author(s):  
Michael Horvath ◽  
Hailey L. Ahlfinger ◽  
Robert L. McKie

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