Mutual relationships between the levels of and changes in interest, self-efficacy, and perceived difficulty during task engagement
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Abstract
This study examined how students' interest, self-efficacy, and perceived difficulty change during a task, how those changes relate to each other, and how they predict performance. Sixth-graders (N = 1024) rated their interest, self-efficacy, and perceived difficulty repeatedly during a dynamic problem-solving task. Results from the estimated non-linear and piecewise latent growth curve models showed interest and self-efficacy to decrease, and perceived difficulty first to increase, and then to decrease, over time. The levels of and changes in interest and self-efficacy correlated positively with each other, but negatively with perceived difficulty. Task performance was positively predicted by initial interest and less negative change in self-efficacy, and negatively by initial perceived difficulty and steeper increase in it. The results suggest perceived difficulty to have a distinctive role in the dynamics of task-specific motivation, and on-task changes to be relatively independent of more general motivation and competence.
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The mindful decentering intervention being perceived as easier may have impacted participants' feelings of self-efficacy regarding management of their anxiety or the extent to which they were able to engage in the intervention.
“The mindful decentering intervention being perceived as easier may have impacted the participants' feelings of self-efficacy regarding the management of their anxiety or the extent to which participants were able to engage in the intervention (Bandura, 1988; Nuutila et al., 2021; Power et al., 2020).”
From Mindfulness Effects on Anxiety: Disentangling the Role of Decentering and Treatment Expectations (2024) · cites this paper as Nuutila et al., 2021
In “On-task changes in students’ motivation” (page unavailable), the paper reports that increases in perceived difficulty were associated with decreases in self-efficacy, and suggests that high difficulty might reduce effort and engagement. These findings concern students doing a task, not a mindful decentering intervention or participants’ confidence in managing anxiety; that application is not established by this source. (LLM, conf=0.85)
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Cited by
Sorted by citations
Mindfulness Effects on Anxiety: Disentangling the Role of Decentering and Treatment Expectations
Bos, D. P. A., Keesman, M., Roggeveen, A., Vase, L., Evers, A. W. M., & Peerdeman, K. J. (2024) · Behavior Therapy · doi:10.1016/j.beth.2024.03.004 · Cited by 5 · see citing works
- Authors
- Nuutila, K., Tapola, A., Tuominen, H., Molnár, G., & Niemivirta, M.
- Affiliations
- University of Helsinki (FI)
- University of Szeged (HU)
- Corresponding author
- Nuutila, Katariina
- Venue
- Learning and Individual Differences
- Publisher
- Elsevier BV
- Published
- 2021-12
- Volume
- 92
- Pages
- 102090
- ISSN
- 1041-6080 (ISSN-L)
- OpenAlex
- W3208893823
- Cited by
- 74
- References
- 97
- Citations by year
- 2026: 13 · 2025: 16 · 2024: 19 · 2023: 13 · 2022: 11 · 2021: 2
- FWCI
- 10.86
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Learning and Individual Differences (publishedVersion, cc-by)
- SZTE Publicatio Repozitórium (University of Szeged) (acceptedVersion, other-oa)
- UTUPub (University of Turku) (submittedVersion)
- UTUPub (University of Turku) (submittedVersion, cc-by-nc-nd)
- Työväentutkimus Vuosikirja (submittedVersion)
- PsyArXiv (OSF Preprints) (submittedVersion, cc-by)
- PsyArXiv (OSF Preprints) (submittedVersion)
- Funders
- Alfred Kordelinin Säätiö
- Academy of Finland (#279742)
- Suomen Kulttuurirahasto (190760)
- Hungarian Scientific Research Fund (OTKA K135727, K135727)
- Suomalainen Konkordia-liitto
- Nemzeti Kutatási, Fejlesztési és Innovaciós Alap (OTKA K135727)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Social Psychology › Grit, Self-Efficacy, and Motivation
- Keywords
- interest, self-efficacy, perceived difficulty, task engagement, task performance, sixth grade students, dynamic problem solving, growth curve models, motivation dynamics
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