Investigating the Effect of Task Order on Cognitive Appraisals and Achievement Emotions

• In Event: Cognition, Goals, and Emotions in the Context of Learning

Abstract

We tested the common assumption that starting tests with easy tasks fosters positive experiences by randomly assigning 208 students to an easy-difficult or a difficult-easy condition in a math test. In Part 1 no differences emerged between conditions regarding control and value appraisals and achievement emotions. In Part 2 students in the easy-difficult condition proceeded to difficult tasks and now reported higher challenge, lower value and control, and less positive and more negative emotions. Control and value appraisals mediated these differences in emotions. We thus found no support for the assumption that starting tests with easy tasks fosters positive experiences. Rather, students in an easy-difficult condition concluded the test with more adverse experiences than students in a difficult-easy condition.

Authors

• Maik Bieleke, University of Vienna

• Thomas Goetz, University of Vienna

• Maike Krannich, Universität Zürich

• Anna-Lena Roos, Fachhochschule Nordwestschweiz

• Takuya Yanagida, University of Vienna