This Article Free Full Text (Free PDF) Free References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Li, W. Articles by Solmon, M. Search for Related Content Social Bookmarking                         What's this?

The role of perceptions of task difficulty in relation to self-perceptions of ability, intrinsic value, attainment value, and performance

The Ohio State University, USA, li.832{at}osu.edu

Amelia Lee

Louisiana State University, USA

Melinda Solmon

Louisiana State University, USA

This study examined the role of perceptions of task difficulty in relation to self-perceptions of ability, intrinsic value, attainment value, and performance. Seventy-nine 8th graders completed surveys prior to task instruction and after the last practice session. Two days later, they completed a skill test. Participants who perceived the Lunastix task as more difficult were likely to have lower levels of self-perceptions of ability, express lower levels of interest, and obtain lower levels of performance scores on the skill test. Perceptions of task difficulty were negatively predicted by initial self-perceptions of ability. Further, for those who had more experience in obJect manipulation activities and reported higher ratings of their obJect manipulation ability, they were likely to express higher levels of initial self-perceptions of ability. When teaching a novel difficult task, teachers should relate it to other similar activities, provide students practice opportunities, and create a mastery-oriented learning environment.

Key Words: interest • object manipulation • perceptions of task difficulty • self-perceptions of ability • task mastery

European Physical Education Review, Vol. 13, No. 3, 301-318 (2007)
DOI: 10.1177/1356336X07081797


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				S. Gray, J. Sproule, and C.K. J. Wang Pupils' perceptions of and experiences in team invasion games: A case study of a Scottish secondary school and its three feeder primary schools European Physical Education Review, June 1, 2008; 14(2): 179 - 201. [Abstract] [PDF]