Changes in Motivation and Affect During an Excessively Challenging Mathematics Problem: Persistence and Competence Beliefs

• In Event: Interest, Affect, and Motivation

Abstract

The study was designed to investigate on-task motivational processes in mathematics by examining one hundred and forty-one seventh grade students’ situational interest and affect (situational well-being) before, during and after an excessively challenging problem solving task. The role of motivational traits (domain specific self-concept of ability, trait interest) in predicting changes of these task related experiences in the face of failure was examined. In addition, associations with persistence, perceived competence after the task, and perceived difficulty for a subsequent task were analyzed. The results emphasize the importance of situational interest for persistent engagement through challenge, whereas students did not differ in the change of situational well-being. Self-concept was found to predict initial levels of affect – not its temporal dynamics.

Authors

• Maria Tulis, University of Augsburg

• Sara M. Fulmer, SUNY - College at Oneonta