This confusion & frustration (c&f) that Andrew Doherty [10 Sep 98.a] points out is not all bad. It links up with Piagét's theory that learning can not take place unless an individual is in a state of disequilibrium. Learning is described as the construction of new knowledge resulting from the resolution of this conflict.
On the one hand there is the need to remain unique and differentiate between different factors, but, on the other hand there is also the need to find common denominators and integrate new information into the existing frame of reference. After each cycle of differentiation and integration the self is enriched by the new information that has been added.
Therefor c&f is the first step in the cycle towards growth and as a result of this it should be seen as a positive and desired condition. When the c&f becomes too big it can cause anxiety. Too little challenge can change into boredom. Which brings us right back to Csikszentmihalyi's flow channel: "Enjoyment appears to be at the boundary between boredom and anxiety."
Optimal growth comes at a specific moment when the individual's skills match the challenges of the activities. In any given situation one person may be bored while another less skilled person may experience anxiety. Therefore the point where learning can optimally take place is a dynamic one, which is dependent both on the skills level of the individual and on the challenge level of the activity. The knack of facilitating quality learning experiences, is to create the conditions for students to reach this point.