Abstract
Students often fail to devote sufficient time to schoolwork even though they value school success. One reason may be they (mis)interpret what experienced difficulty with schoolwork implies because they misgauge their relative standing. To test this prediction we divided students into four guided-recall groups. For half, the recall was a time that they interpreted experienced difficulty with schoolwork as meaning that it was important to succeed and for half the recall was a time that it meant it was impossible to succeed. Students were then led to believe that they had the guided interpretation more or less frequently than others. Students in the difficulty means importance more for oneself than for others and in the difficulty means impossibility less for oneself than for others conditions were more academically engaged (Study 1) and invested more time (Study 2). Investment mattered, influencing performance on a test of fluid intelligence (Study 2).
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