Poster #46 - The Causal Impact of Task Difficulty and Instructional Style on Cognitive, Motivational, and Affective Outcomes Among Elementary School Children's Mathematics Education

• In Event: 64.090 - MTCC Poster Session 15
  In Poster Session: 64.090-8 - Role of Teachers, Learning Environments, Parents, and Peers in Motivational Processes

Abstract

This quasi-experimental vignette study was conducted on 479 children in grade 4 and investigated the effects of teachers’ instruction style and the difficulty of math on several outcomes. A math teacher in a comic strip gave either autonomy-supportive or controlling instructions. After reading the instructions, participating children solved easy-medium or difficult math exercises for 7.5 minutes. Results indicated significant effects of both manipulations, with the largest effects for difficulty. Difficult math exercises resulted in less self-confidence, more negative self-talk, less autonomy and competence satisfaction, less interest/enjoyment and more irritation. However, when the difficult exercises were introduced in an autonomy-supportive manner, the negative impact was less strong. This points towards the undermining effect of teachers providing children with choice and rationale.

Authors

• Elke Baten, Ghent University

• Gert-Jan De Muynck, Ghent University

• Eline De Poortere, Ghent University

• Maarten Vansteenkiste, University of Gent

• Annemie Desoete, Ghent University and Artevelde university college