Motivation, Affect, and Persistence During a Reading Task: Different Outcomes Based on the Challenge-Skill Balance

• In Event: Interest, Affect, and Motivation

Abstract

The balance between perceived challenge and skill is considered an important antecedent to positive motivational outcomes. This study investigated middle school students’ (N = 74) perception of the challenge-skill balance during a moderately challenging reading task and its relationship to: 1) interest in the task and general affect before, during, and after reading; 2) persistence; and 3) interest/enjoyment and perceived competence after reading. Findings suggest that students who perceived their skill as slightly exceeding the challenge of the task reported the most positive outcomes, including greater persistence and higher interest. However, when skill greatly exceeded challenge, students reported low interest and enjoyment, but high competence and positive affect. Thus, the challenge-skill balance has contradictory relationships with different motivational outcomes.

Authors

• Sara M. Fulmer, SUNY - College at Oneonta

• Maria Tulis, University of Augsburg