Although teachers are recommended to create a stimulating learning environment in which children can use, perfect, and extend their skills, this is far from easy. In many cases, identifying the optimal difficulty level of learning tasks involves a trial-and-error process during which teachers offer children too difficult tasks, with negative outcomes as a result. This experimental study investigated if autonomy-supportive instructions could dampen or even cancel out these presumed negative outcomes associated with math difficulty in elementary schoolchildren (N = 479; M-age = 9.41). After varying an autonomy-supportive versus a controlling instructional style through a comic book, children solved a series of either easy-medium or difficult math exercises, followed by the completion of questionnaires and the opportunity to choose the difficulty level of a final set of exercises to work on independently. Children who solved difficult, relative to easier, exercises reported less interest, more irritation, and more cognitive disengagement, while also seeking less challenge when asked to work independently. Need-based experiences of competence and autonomy accounted for these effects. Yet, the impairing impact of task difficulty could, at least partially, be dampened through the use of an autonomy-supportive relative to a controlling instructional style, which led to enhanced autonomy satisfaction. These findings largely occurred independent of children's motives for mathematics. The results have high practical value, especially for poor performers and children with mathematical learning disabilities, who find math to be harder overall. Limitations and implications for practice are discussed. Educational Impact and Implications Statement : Autonomy-supportive instructions (e.g., inviting language, meaningful rationale) were found to dampen the impairing effects of too difficult math tasks on children's motivational, cognitive, and affective experiences. This is especially important for poor performers and children with mathematical learning disabilities, who find math to be harder overall. An autonomy-supportive environment and avoiding too hard learning material may stimulate children to accept new challenges, thereby possibly improving chances for later academic/job success.

中文翻译：

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如何才能抑制数学困难对小学生的动机、认知和情感体验的打击？自主支持指令的关键作用。

虽然建议教师创造一个刺激的学习环境，让孩子们可以使用、完善和扩展他们的技能，但这绝非易事。在许多情况下，确定学习任务的最佳难度水平涉及一个反复试验的过程，在此过程中，教师为孩子们提供了太难的任务，结果是消极的结果。这项实验研究调查了自主支持指令是否可以抑制甚至抵消这些与小学生数学困难相关的假定负面结果（N = 479；M-age = 9.41）。在通过漫画书改变了自主支持与控制教学风格之后，孩子们解决了一系列简单、中等或困难的数学练习，然后完成问卷，并有机会选择最后一组练习的难度级别以独立完成。解决困难（相对于更容易）练习的儿童报告说兴趣更小，更容易激怒，并且认知脱离更多，同时在被要求独立工作时也寻求更少的挑战。基于需求的能力和自主性经验解释了这些影响。然而，任务难度的不利影响至少可以部分地通过使用相对于控制性教学风格的自主支持来抑制，从而提高自主满意度。这些发现在很大程度上与儿童学习数学的动机无关。结果具有很高的实用价值，特别是对于表现不佳和有数学学习障碍的儿童，他们发现数学总体上更难。讨论了实践的局限性和影响。教育影响和影响陈述：发现支持自主性的指令（例如，引人入胜的语言、有意义的理由）可以抑制太难的数学任务对儿童的动机、认知和情感体验的不利影响。这对于表现不佳和有数学学习障碍的儿童尤其重要，他们发现数学总体上更难。一个支持自主的环境和避免太难的学习材料可能会刺激孩子接受新的挑战，从而可能增加以后学业/工作成功的机会。讨论了实践的局限性和影响。教育影响和影响陈述：发现支持自主性的指令（例如，引人入胜的语言、有意义的理由）可以抑制太难的数学任务对儿童的动机、认知和情感体验的不利影响。这对于表现不佳和有数学学习障碍的儿童尤其重要，他们发现数学总体上更难。一个支持自主的环境和避免太难的学习材料可能会刺激孩子接受新的挑战，从而可能增加以后学业/工作成功的机会。讨论了实践的局限性和影响。教育影响和影响陈述：发现支持自主性的指令（例如，引人入胜的语言、有意义的理由）可以抑制太难的数学任务对儿童的动机、认知和情感体验的不利影响。这对于表现不佳和有数学学习障碍的儿童尤其重要，他们发现数学总体上更难。一个支持自主的环境和避免太难的学习材料可能会刺激孩子接受新的挑战，从而可能增加以后学业/工作成功的机会。有意义的基本原理）被发现可以抑制太难的数学任务对儿童的动机、认知和情感体验的不利影响。这对于表现不佳和有数学学习障碍的儿童尤其重要，他们发现数学总体上更难。一个支持自主的环境和避免太难的学习材料可能会刺激孩子接受新的挑战，从而可能增加以后学业/工作成功的机会。有意义的基本原理）被发现可以抑制太难的数学任务对儿童的动机、认知和情感体验的不利影响。这对于表现不佳和有数学学习障碍的儿童尤其重要，他们发现数学总体上更难。一个支持自主的环境和避免太难的学习材料可能会刺激孩子接受新的挑战，从而可能增加以后学业/工作成功的机会。