Author: Dominick ScasserraPublisher:
ISBN:
Category : College students
Languages : en
Pages : 60
Book Description
The Influence of Perceived Task Difficulty on Task Performance
Author: Dominick ScasserraPublisher:
ISBN:
Category : College students
Languages : en
Pages : 60
Book Description
Level of Achievement Need and Effects of Perceived Performance Norms on Task Performance and Perceived Task Difficulty
Author: Donna E. WaysonPublisher:
ISBN:
Category : Achievement motivation in children
Languages : en
Pages : 108
Book Description
The Effects of Evaluative Feedback and Task Difficulty on Learning and Training Performance
Author: Rebecca J. ToneyPublisher:
ISBN:
Category : Employees
Languages : en
Pages : 286
Book Description
Effects of Perceived Task Difficulty and an Evaluative Audience on High Resultant Achiever's Performance Involving a Novel Motor Task
Author: Duane Gordon MillslaglePublisher:
ISBN:
Category :
Languages : en
Pages : 126
Book Description
The Effects of Task Difficulty and Job/task Experience on Task Performance
Author: Dale BrackenThe Effect of Fear of Success and Perceived Task Difficulty on Cognitive Performance
Author: David Eugene ElkinsPublisher:
ISBN:
Category : Cognitive learning
Languages : en
Pages : 130
Book Description
Task Motivation, Perceived Ability, and Perceived Task Difficulty Following Comparisons of Group Scores on a Previous Task
Author: Rufus Couch AllenDo I Have Enough Time? The Effects of Perceived Test Difficulty and Perceived Time Pressure on Cognitive Performance
Author: Evan Marc SteinPublisher:
ISBN:
Category :
Languages : en
Pages : 122
Book Description
Previous research on time pressure has shown that time pressure has paradoxical effects on task performance. Findings from previous studies show that time pressure can either help or hurt performance. Thus, it was hypothesized that an inverted U-shape relationship between time pressure and cognitive performance might explain the inconsistent results. In the current study, we used a 2 (Practice set difficulty: easy vs. hard) x 2 (Perceived time pressure: low vs. high) between-subjects design to investigate the effects of perceived test difficulty and perceived time pressure on cognitive performance. Participants either received an easy or hard practice set of Remote Associate Task problems. After, participants were told that 10 mins was either a sufficient (i.e., low perceived time pressure) or insuffient (i.e., high perceived time pressure) amount of time to complete a 30-item test. Upon completion of the test, participants then answered a battery of questionnaires regarding their personality, behavior, and beliefs. Results showed that there was no effect of perceived test difficulty or perceived time pressure on creative task performance or time spent on items. Exploratory analyses using the self-report surveys showed that ADHD behaviors, impulsivity, procrastination, need for cognition, and regulatory focus interacts with perceived test difficulty and perceived time pressure. Findings from this study provides insight into the influence of individual differences on perceived test difficulty and perceived time pressure. Understanding how people with different personalities, behaviors, and beliefs perceive time will help elucidate the different contexts under which time pressure can impair or improve performance.
The Effect of Initial Task Difficulty on Subsequent Cognitive Task Performance
Author: Vladimir V. PashkevichPublisher:
ISBN:
Category : Cognition
Languages : en
Pages : 224
Book Description
Effect of Task Difficulty on Performance in Competitive and Noncompetitive Situations
Author: Kermit A. MangusPublisher:
ISBN:
Category : Achievement motivation
Languages : en
Pages : 142
Book Description