The Effects of Level of Effectance Motivation, IQ, and a Penalty/Reward Contingency on the Choice of Problem Difficulty

Abstract

PEARLMAN, CHARLES. The Effects of Level of Effectance Motivation, IQ, and a PenaltylReward Contingency on the Choice of Problem Difficulty. CHILD DEVELOPMENT, 1984, 55, 537-542. The effectance motivation of 624 sixth graders was assessed using 2 instruments completed by teachers. There was also an observation of student choice of hard or easy problems after being informed of contingencies (plus or minus 3 points on their next test) based on correctness of solution (regardless of problem chosen). Half the classes had contingencies and half did not. The effectance ratings were related to IQ and to each other (beyond IQ). Students with higher effectance were more likely to choose hard problems than those with lower effectance. With no contingency, students were more likely to choose hard problems than under the contingency. The greatest difference between contingency conditions in percentage choosing the hard problem was at the highest level of effectance. No difference was found at the lowest level. With no contingency, IQ was the best predictor of problem choice. Under the contingency IQ was not significant. Both effectance ratings were significant predictors of choice in both conditions. Implications of school grading practices and token reinforcements for problem choice and effectance are discussed.