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

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Citeable URL: https://ir.library.oregonstate.edu/concern/defaults/12579z29z

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Attribute Name	Values
Creator	Wolgamott, Taylor Sanchez, Christopher A.
Abstract	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.
Resource Type	Poster
Date Issued	2018-05
Degree Level	Bachelor's
Degree Field	Psychology
Conference Name	Celebration of Undergraduate Excellence
Conference Location	Oregon State University, Corvallis, Oregon, USA
Academic Affiliation	Psychological Sciences
Non-Academic Affiliation	Oregon State University. Celebration of Undergraduate Excellence
权利声明	In Copyright
Publisher	Oregon State University
Peer Reviewed	No
Language	English [eng]

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