Abstract
The purpose of this study is to broaden theoretical meaning of challenge and attain a place for its practical use in schools. Based on the purpose, a theoretical construct was developed to explain four types of challenge-oriented behavior: (a) creators, (b) choosers, (c) maintainers and (d) avoiders. 634 fifth-, sixth- and seventh-grade students in Istanbul, Turkey, participated in the study. The Challenge-Oriented Behavior Scale and the Challenge-Performance Test were the main instruments. The Challenge-Oriented Behavior Scale scores were subjected to non-hierarchical cluster analyses, which revealed four profiles. To gain ecological validity of the current understanding, an alternative method, reverse-action strategy was developed. The aim was to explain how actual student performance is defined by self-perceived challenge-orientation type. To this respect, the Challenge-Performance Test scores and other factors were examined using path analysis. The findings suggest that demonstrated performance in pursuing challenges arise from past experience, academic achievement, self-perceived challenge-orientation type and age.
Highlights
IntroductionTheir life stories have been constructed on a similar pattern, which confirms the same sequential consistency between obstacles and victories
Redevelopment of the Definition of ChallengeGreat scientists, innovators, explorers, artists and politicians
To apply cluster analysis to the Challenge-Oriented Behavior Scale, the raw scores for each item were first converted into standard z-scores
Summary
Their life stories have been constructed on a similar pattern, which confirms the same sequential consistency between obstacles and victories. Difficulty and pleasure punctuated as two fundamental dimensions in the current effort for the defining challenge (Figure 1). This clears the air on the surface, to reach deeper meaning there is a lot to be done. Unlike Ormrod, Malone (1981) approaches the concept of challenge as a ‘task’ that requires effort and in whose outcome success is not guaranteed. Zakaria and Yatiml (2013) emphasize the effect of the sense of uncertainty, which enables the individual to maintain his or her focus on the task
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