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The role of perceptions of task difficulty in relation to self-perceptions of ability, intrinsic value, attainment value, and performance
Weidong Li
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
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European Physical Education Review, Vol. 13, No. 3,
301-318 (2007)
DOI: 10.1177/1356336X07081797
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