The Compensation Effect After Competence Frustration: Utilizing the Lifespan Developmental Perspective on Flow Theory

Although previous research has explored the compensatory effects of competence frustration, it still lacks a comprehensive theoretical framework. This study empirically examines the three responses to competence frustration, as outlined in the lifespan developmental perspective on flow theory. In Study 1, a two-stage experiment with a between-subject design (N = 60) was conducted where competence frustration was induced through task difficulty and its effect on one’s motivation to learn related skills was examined. In Study 2, another two-stage experiment with a between-subject design (N = 73) was conducted to examine the effect of competence frustration on one’s efforts in another competence-supportive task. Study 3 utilized a survey with the critical incident approach (N = 145), asking participants to recall a competence frustrating experience at work and their behaviors that followed, exploring the moderating role of goal orientations. The results revealed that: (1) Individuals could respond to competence frustration by increasing engagement in the frustrating domain, disengaging from it, or pursuing flow experience from other sources. (2) Individual goal orientations have three-way interactions on the compensation effect after competence frustration. For the first time, these findings empirically support the lifespan developmental perspective on flow theory by linking competence frustration to the three compensatory responses, which also provide preliminary evidence of individual differences in these responses.