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Adding nuance to the challenge-skill relationship: The interaction of perceived and actual skill
ARTICLE

, Delphi Center for Teaching and Learning, United States ; , Department of Psychology, Germany

International Journal of Educational Research Volume 77, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

Optimal motivation occurs when there is a balance between perceived challenge and perceived skill. The challenge-skill relationship has been studied extensively with regard to perceived skill, with limited attention given to actual (i.e., domain-specific) skill. The present study investigated the role of actual skill within the perceived difficulty×perceived skill relationship. Consistent with our predictions, actual skill moderated the perceived difficulty×perceived skill relationship for the outcomes of intrinsic motivation, boredom, and persistence during a mathematics task. Furthermore, those with high perceived skill and low actual skill reported the most advantageous motivational outcomes. Together, these findings indicate that the challenge-skill relationship is more complex than we had previously thought once we consider both perceived and actual skill.

Citation

Fulmer, S.M. & Tulis, M. (2016). Adding nuance to the challenge-skill relationship: The interaction of perceived and actual skill. International Journal of Educational Research, 77(1), 143-154. Elsevier Ltd. Retrieved February 23, 2020 from .

This record was imported from International Journal of Educational Research on January 31, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2016.04.002

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