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Differential Framing of an Instructional Lesson Reduces Self-Efficacy and Affects Learning

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  • Previous research has suggested that how a task is framed can have a significant impact on subsequent performance. These effects seem to be especially important in educational settings where learners are already self-conscious about their likelihood to succeed.  Difficult subjects have shown to cause cognitive disequilibrium when confronting dead ends and obstacles, which launches a trajectory of cognitive-affective processes until equilibrium is restored, disequilibrium is dampened, or the student disengages from the task, all of which could have negative effects on learning. (e.g., Graesser & D’Mello, 2012).   The current study was designed to explore how differences in the framing of an educational lesson can negatively impact student attitudes towards their own self-efficacy in learning a challenging content area, and potentially also impact their subsequent learning and interaction with the material.
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  • Oregon State University, Corvallis, Oregon, USA
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