scholarly journals Visuospatial Attention: The Role of Target Contrast and Task Difficulty when Assessing the Effects of Cues

Perception ◽  
10.1068/p3068 ◽  
2001 ◽  
Vol 30 (8) ◽  
pp. 983-991 ◽  
Author(s):  
Robert J Snowden ◽  
Jennifer Willey ◽  
Janice L Muir
Keyword(s):  
Task Difficulty ◽  
Visuospatial Attention ◽  
And Task

scholarly journals Picture Novelty Influences Response Selection and Inhibition: The Role of the In-Group Bias and Task-Difficulty

PLoS ONE ◽  
2016 ◽  
Vol 11 (10) ◽  
pp. e0165470 ◽  
Author(s):  
Artyom Zinchenko ◽  
Waich Mahmud ◽  
Musrura Mefta Alam ◽  
Nadia Kabir ◽  
Md. Mamun Al-Amin
Keyword(s):  
Task Difficulty ◽  
Response Selection ◽  
And Task

scholarly journals Homeschooling during the SARS-CoV-2 pandemic: the role of students’ trait self-regulation and task attributes of daily learning tasks for students’ daily self-regulation

2021 ◽  
Author(s):  
Friederike Blume ◽  
Andrea Schmidt ◽  
Andrea C. Kramer ◽  
Florian Schmiedek ◽  
Andreas B. Neubauer
Keyword(s):  
Task Difficulty ◽  
Teaching Practice ◽  
Self Regulation ◽  
School Closures ◽  
Baseline Questionnaire ◽  
Learning Tasks ◽  
Daily Task ◽  
Period Data ◽  
And Task

AbstractAs a means to counter the SARS-CoV‑2 pandemic, schools were closed throughout Germany between mid-March and end of April 2020. Schooling was translocated to the students’ homes where students were supposed to work on learning tasks provided by their teachers. Students’ self-regulation and attributes of the learning tasks may be assumed to have played important roles when adapting to this novel schooling situation. They may be predicted to have influenced students’ daily self-regulation and hence the independence with which they worked on learning tasks. The present work investigated the role of students’ trait self-regulation as well as task difficulty and task enjoyment for students’ daily independence from their parents in learning during the homeschooling period. Data on children’s trait self-regulation were obtained through a baseline questionnaire filled in by the parents of 535 children (Mage = 9.69, SDage = 2.80). Parents additionally reported about the daily task difficulty, task enjoyment, and students’ learning independence through 21 consecutive daily online questionnaires. The results showed students’ trait self-regulation to be positively associated with their daily learning independence. Additionally, students’ daily learning independence was shown to be negatively associated with task difficulty and positively with task enjoyment. The findings are discussed with regard to students’ daily self-regulation during the homeschooling period. Finally, implications for teaching practice during the pandemic-related school closures are derived.

Combined Effects of Normative Information and Task Difficulty on the Goal Commitment-Performance Relationship

1995 ◽  
Vol 21 (1) ◽  
pp. 65-80 ◽  
Author(s):  
Beth Ann Martin ◽  
Donald J. Manning
Keyword(s):  
Task Performance ◽  
Task Difficulty ◽  
Goal Commitment ◽  
Combined Effects ◽  
Anagram Task ◽  
Goal Condition ◽  
Student Volunteers ◽  
Interaction Task ◽  
And Task

The role of normative information, task difficulty and goal commitment on task performance in an assigned goal condition was investigated in a laboratory study using 209 student volunteers. The experiment was a 2 (task difficulty) by 2 (normative information) factorial design. All subjects received assigned difficult goals and normative information indicating how previous individuals had performed on one of two versions of an anagram task (easy or difficult) after which subjects indicated their goal commitment and completed anagrams for a short work period. Results indicated a significant 3-way interaction (task difficulty, normative information and goal commitment) on task performance. Findings suggest that goal commitment moderates the effects of normative information and task difficulty on task performance.

When Do Chronic Differences in Self-Regulation Count?: Regulatory Focus Effects in Easy and Difficult Soccer Tasks

2013 ◽  
Vol 35 (2) ◽  
pp. 216-220 ◽  
Author(s):  
Tobias Vogel ◽  
Oliver Genschow
Keyword(s):  
Regulatory Focus ◽  
Task Difficulty ◽  
Self Regulation ◽  
Regulatory Fit ◽  
Sports Performance ◽  
Regulatory Focus Theory ◽  
Instructional Focus ◽  
Improved Performance ◽  
And Task

Research on regulatory focus theory (Higgins, 1997) suggests that performance increases if instructions fit with sportspersons’ dispositions. Sportspersons who chronically focus on wins (i.e., promotion-oriented individuals) perform best if instructions frame the objective as a promotion goal (e.g., “Try to hit!”). By contrast, sportspersons who chronically focus on losses (i.e., prevention-oriented individuals) perform best if instructions frame the objective as a prevention goal (e.g., “Try not to miss!”). Recent theorizing also suggests that regulatory focus interacts with task difficulty. In an experiment, we assessed soccer performance as a function of chronic focus, instructional focus, and task difficulty. Results support that task difficulty moderates the effects of fit on performance; fitting instructions to match the sportsperson’s chronic regulatory focus improved performance in the easy rather than the difficult task. Findings are discussed regarding the role of regulatory fit in altering subjective pressure during sports performance.

scholarly journals Homeschooling during the SARS-CoV-2 pandemic: The role of students’ trait self-regulation and task attributes of daily learning tasks for students’ daily self-regulation

2020 ◽  
Author(s):  
Friederike Blume ◽  
Andrea Schmidt ◽  
Andrea C. Kramer ◽  
Florian Schmiedek ◽  
Andreas B. Neubauer
Keyword(s):  
Task Difficulty ◽  
Self Regulation ◽  
Negatively Associated ◽  
Baseline Questionnaire ◽  
Learning Tasks ◽  
Daily Task ◽  
Period Data ◽  
And Task

As a means to counter the SARS-CoV-2 pandemic, schools were closed throughout Germany between mid-March and end of April 2020. Schooling was translocated to the students’ homes and students were supposed to work on learning tasks provided by their teachers. Students’ self-regulation and attributes of the learning tasks may be assumed to have played important roles when adapting to this novel schooling situation. They may be predicted to have influenced students’ daily self-regulation and hence the independence with which they worked on learning tasks. The present work therefore investigated the role of students' trait self-regulation as well as task difficulty and task enjoyment for students’ daily independence from their parents in learning during the homeschooling period. Data on children’s trait self-regulation were obtained through a baseline questionnaire filled in by the parents of 535 children (Mage = 9.69, SDage = 2.80). Parents additionally reported about the daily task difficulty, task enjoyment, and students’ learning independence through 21 consecutive daily online questionnaires. The results showed students’ trait self-regulation to be positively associated with their daily learning independence. Additionally, students’ daily learning independence was shown to be negatively associated with task difficulty and positively with task enjoyment. The findings are discussed with regard to students’ daily self-regulation during the homeschooling period.

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