An adolescent refusing to attempt difficult tasks may reflect:
Fear of failure
When an adolescent avoids attempting difficult tasks altogether, it usually points to a motivational barrier rather than lack of ability.
This avoidance behaviour is characteristic of fear of failure, where the learner anticipates negative evaluation or embarrassment and prefers not to try rather than risk failing.
This is the opposite of mastery orientation, where a learner is motivated to attempt challenging tasks to build competence, and it is unrelated to curiosity or the need for affiliation, which involve seeking new information or social bonding respectively.
Hence, refusal to attempt difficult tasks primarily reflects fear of failure.
Similar Questions
Emotional security in the classroom helps children to :
Emotional outbursts in primary children are best handled by:
Social comparison in early schooling may negatively affect:
A child who persists after repeated failure likely has:
Emotional counselling in primary school helps reduce:
Teacher feedback that focuses on effort rather than ability promotes:
Emotional withdrawal in adolescence may indicate need for:
In adolescence, reinforcement that increases internal motivation should:
Emotional insecurity may lead to:
Excessive competition may reduce:
Important Questions from Motivation and Emotion for Learning
What is the technical term used when our attentions shift spontaneously from one task to another, for instance listening to conversation in the middle of reading a book?
According to Maslow's hierarchy of needs, which is the first and basic need?
Which of the following are the strategies to enhance the motivation level of the learners?
I. Build on strengths first
II. Offer choices
III. Facilitate creativity
IV. Provide a secure environment
Which of the following is a negative emotion?
The child's emotions are not characteristic
