THE EFFECT OF LEVEL OF TASK DIFFICULTY ON CHILDREN'S INTRINSIC MOTIVATION (COMPETENCE, CHALLENGE, REWARDS)

CAROL L PATRICK, Purdue University

Abstract

Children have generally been found to be motivated to engage in challenging tasks. However, when they are offered extrinsic rewards they choose less challenging tasks. Participants have chosen easier levels of difficulty when instructions focus attention on task outcome (i.e. success or failure). Instructions that focus attention on the process of task engagement do not result in the choice of easier levels of difficulty. Unfortunately, prior research has several major weaknesses including: using tasks with a minimal range of task difficulty, using unfamiliar tasks, and making receipt of the reward contingent on the product of the activity. This research was designed to determine how receipt of an extrinsic reward would affect the level of task difficulty chosen after receipt of either product- or process-oriented instructions when the experimental task was familiar. A second concern was whether easier tasks would be chosen, or intrinsic motivation would be decreased during a non-rewarded free time. Finally, the concurrent validity of the preference for challenge subscale from A Scale of Intrinsic Versus Extrinsic Orientation in the Classroom (Harter, 1981), and the perceived cognitive competence subscale from The Perceived Competence Scale for Children (Harter, 1979) was assessed. Fifth and sixth grade students were individually given preliminary experience with the experimental task, an educational software program. Three weeks later the experimental task was readministered. Each child received either product-oriented, process-oriented, or control instructions. The product-oriented instructions focused on obtaining a predetermined goal. The process-oriented instructions focused on the process of problem-solving and learning. Contrary to the hypotheses, those receiving product-oriented instructions did not choose an easier level of task difficulty than the other experimental groups. There was a significant increase in level of task difficulty chosen in all three experimental groups during both the experimental session and the non-rewarded free time. Receipt of product-oriented rewards did not decrease the intrinsic motivation of the participants during the free time. Finally, there was strong support for the concurrent validity of both the preference for challenge and perceived cognitive competence subscales.

Degree

Ph.D.

Subject Area

Developmental psychology

COinS