000			02389nam a22002777a 4500
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008			231106b ||||| |||| 00| 0 eng d
022			_a0022-0973
037			_bRIEBPL Library
082			_a370.5
100			_aMaik Bieleke et al...
245			_a Starting Tests With Easy Versus Difficult Tasks: Effects on Appraisals and Emotions _b(Journal Article)
260			_aUSA _b:Taylor and Francis Group and Routledge _c,March 2023
300			_a 317-335 p.
490			_aThe Journal of Experimental Education, Volume 91,2023 number 2
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract- Tests in educational contexts often start with easy tasks, assuming that this fosters positive experiences—a sense of control, higher valuing of the test, and more positive and less negative emotions. Although intuitive and widespread, this assumption lacks an empirical basis and a theoretical framework. We conducted a field experiment and randomly assigned 208 students to an easy-to-difficult or a difficult-to-easy condition in a mathematics test. Perceived challenge was measured along with control appraisals, value appraisals, and emotions (enjoyment, pride, anxiety, anger, boredom). While students starting with easy tasks felt less challenged than students starting with difficult tasks in Part 1, no differences emerged regarding control and value appraisals and emotions. In Part 2, students who had started with easy tasks proceeded to difficult tasks and reported a higher level of challenge, less value and control, and less positive and more negative emotions than students who proceeded from difficult-to-easy tasks. Control and value appraisals mediated the differences between the two conditions, especially regarding positive emotions. These results cast doubt on the preference for easy-to-difficult over difficult-to-easy task orders, revealing their potential for causing adverse experiences at the end of the test (e.g., reflecting contrast effects).
650			_aAchievement emotions
650			_atask difficulty
650			_atask order
650			_acontrol-value theory
650			_aperceived challenge
650			_acognitive appraisals
856			_u https://www.tandfonline.com/doi/epdf/10.1080/00220973.2021.1947764?needAccess=true
942			_cPER
999			_c44788 _d44787