Research targeting desirable difficulties has provided researchers and educators with a deeper understanding of the methods of study that benefit long-term learning. This literature has also provided important insights about why students do not always prefer practice methods that result in long term learning gains. Research targeting the interaction of motivation and cognition can provide additional insights into the factors underlying students’ self-regulatory learning behaviors. The current paper discusses research on the role of motivation derived from our past achievement experiences, which can enrich our understanding of the factors that influence student's achievement choices. For example, memories of prior academic experiences influence student motivation and serve as the basis for task specific expectancies and values, which are reflected in the amount of effort and the strategies learners deploy on learning and problem-solving tasks. The paper highlights findings from the literatures on achievement motivation and judgment and decision making in an effort to broaden and enrich the discussion of the application of desirable difficulties to multidimensional educational contexts.

针对预期困难的研究为研究人员和教育工作者提供了对有益于长期学习的研究方法的更深刻理解。该文献还提供了重要的见解，说明了为什么学生不总是偏爱会带来长期学习成果的练习方法。针对动机和认知相互作用的研究可以提供对学生自我调节学习行为基础的其他见解。本文讨论了从过去的成就经历中获得的动机作用的研究，这可以加深我们对影响学生成就选择的因素的理解。例如，以前的学习经历会影响学生的学习动机，并成为特定任务的期望和价值观的基础，这反映在努力的数量上，以及学习者在学习和解决问题任务中所采用的策略。本文着重介绍了成就动机，判断和决策方面的文献发现，以期拓宽和丰富有关将理想困难应用于多维教育环境的讨论。