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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.