Dispositional and situational predictors of coping with violated achievement expectations.

Abstract

Most students experience expectation violations during their academic career, such as unexpected failed tests. However, contradictory evidence does not always result in expectation change (accommodation). Expectations often persist through stronger efforts to fulfil the expectation (assimilation) or ignoring the discrepancy (immunisation). Our study addresses possible situational and dispositional predictors that may be decisive influences on the use of the three coping strategies. We conducted an experimental study with n = 439 students who experienced an expectation violation in an achievement test. Dispositional coping tendencies, valence of expectation violation, and the interaction of valence and degree of expectation violation were found to predict situational coping. Furthermore, higher need for cognitive closure predicted stronger accommodation, and a large degree of expectation violation predicted stronger immunisation. Thus, our study provides initial evidence on which situational and dispositional factors predict coping with expectation violations in an educational context. Expectation violation in a performance context mainly resulted in stronger efforts to protect positive achievement expectations.