Inducing Challenge and Threat States: Effects on Learning and Self-Assessment Accuracy after Performance Feedback

Abstract

There is much variability of the effects of performance feedback on learning and self- assessment. The Biopsychosocial model of challenge and threat aims to explain the variabilities, through responses to emotions and stress. This paper conducted research to investigate if inducing a challenge or threat state affected one’s learning and self-assessment after receiving feedback. A math lesson was created on enlargement and reduction of shapes for students of the pabo Rotterdam. The instruction of the lesson manipulated participants into a challenge or threat state. The t-test results showed no significant results for both learning and self-assessment. A mediation effect was analyzed through a relative challenge measurement. Results of the mediation analysis indicated no direct or indirect effect of relative challenge on learning and self-assessment. Even though no significant results were found, a study has potential if the sample size could be increased, and a motivated performance situation could be set for the participants.