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ERIC Number: EJ1194397
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2332-8584
When the Going Gets Tough: Implications of Reactance for Interpretations of Experienced Difficulty in the Classroom
Elmore, Kristen; Oyserman, Daphna; Smith, George; Novin, Sheida
AERA Open, v2 n3 Jul-Sep 2016
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.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education; Grade 8; Junior High Schools; Secondary Education; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan (Detroit)
Identifiers - Assessments and Surveys: Raven Progressive Matrices