Is Difficulty Mostly About Impossibility? What Difficulty Implies May Be Culturally Variant.

Difficulty can signal low odds (impossibility) and high value (importance). We build on culture-as-situated cognition theory's description of culture-based fluency and disfluency to predict that the culturally fluent meaning of difficulty is culture-bound. For Americans, the culturally fluent understanding of ability is success-with-ease-not-effort, hence difficulty implies low odds of ability. This may disadvantage American institutions and practices-learning requires gaining competence and proficiency through effortful engagement. Indeed, Americans (Studies 1, 3-8; N = 4,141; Study 2, the corpus of English language) associate difficulty with impossibility more than importance. This tendency is not universal. Indian and Chinese cultures imply that difficulty can equally signal low odds and value. Indeed, people from India and China (Studies 9-11, N = 762) are as likely to understand difficulty as being about both. Effects are culture-based; how much people endorse difficulty-as-importance and difficulty-as-impossibility in their own lives did not affect results.

Apt and actionable possible identities matter: The case of academic outcomes.

INTRODUCTION: We review the longitudinal evidence documenting that middle and high school students with school-focused possible future identities subsequently attain better school outcomes. Consistent results across operationalizations of possible identities and academic outcomes imply that results are robust. However, variability in study designs means that the existing literature cannot explain the process from possible identity to academic outcomes. We draw on identity-based motivation theory to address this gap. We predict that imagining a possible school-focused future drives school engagement to the extent that students repeatedly experience their school-focused future identities as apt (relevant) and actionable (linked to strategies they can use now). METHODS: We operationalize aptness as having pairs of positive and negative school-focused possible identities (balance) and actionability as having a roadmap of concrete, linked strategies for school-focused possible selves (plausibility). We use machine learning to capture features of possible identities that predict academic outcomes and network analyses to examine these features (training sample USA 47% female, Mage = 14, N1 = 602, N2 = 540. Test sample USA 55% female, Mage = 13, N = 247). RESULTS: We report regression analyses showing that balance, plausibility, and our machine algorithm predict better end-of-school-year grades (grade point average). We use network analysis to show that our machine algorithm is associated with structural features of possible identities and balance and plausibility scores. CONCLUSIONS: Our results support the inference that student academic outcomes are improved when students experience their school-focused possible identities as apt and actionable.

Social class and identity-based motivation.

Attainments often fall short of aspirations to lead lives of meaning, health, happiness and success. Identity-based motivation theory highlights how social class and cultural contexts affect likelihood of shortfalls: Identities influence the strategies people are willing to use to attain their goals and the meaning people make of experienced ease and difficulty. Though sensitive to experienced ease and difficulty, people are not sensitive to the sources of these experiences. Instead, people make culturally-tuned inferences about what their experiences imply for who they are and could become and what to do about it. American culture highlights personal and shadows structural causes of ease and difficulty, success and failure. As a result, people infer that class-based outcomes are deserved reflections of character.