Do Experiences of Remembered Success Impact Students' Subsequent Math Task Performance and Behaviors?

• In Event: Motivation and Cognition in STEM

Abstract

The “remembered success effect” (Finn, 2010) refers to the finding that adults and children as young as Grade 3 prefer challenging academic tasks that start or end with extra opportunities for success to challenging tasks that do not include these opportunities (Finn et al., 2022b). Remembered success experiences have also been shown to increase adults’ and children’s expectancies and values for math activities similar to the one they just completed (Finn et al., 2022a). In the current study, we replicated these findings with students in Grades 3, 6, and 9 and extended them by exploring the extent to which a single experience of remembered success also impacted students’ performance, confidence, and time spent on a subsequent math task.

Authors

• Bridgid Finn, Fidelity Investments
  Presenting Author

• David B. Miele, Boston College
  Non-Presenting Author

• Allan L. Wigfield, University of Maryland
  Non-Presenting Author