How are learning experiences and task properties associated with adolescents’ emotions and psychophysiological states?

Abstract

We examined whether learning experiences (value of success, mastery experience) and task properties (challenge) are related to early adolescents’ (n = 190, median age = 12) emotional responses and psychophysiological states (autonomic nervous system, ANS) in achievement situations in an ambulatory laboratory. They completed four achievement tasks (two math and two reading) at different challenge levels in randomized order, and reported their learning and task perceptions for each task. The proportion of errors indicated the objective demandingness of each task. As indices of sympathetic nervous system activity, we recorded skin conductance response (SCR) and heart rate (HR), and, as parasympathetic nervous system activity, their heart rate variability (HRV). Following control-value and flow theories, we proposed hypotheses for main and interaction effects and specified multilevel models (tasks nested in persons). Novel findings emerged. Aside from the anticipated main effects, Challenge × Mastery interaction also was related to adolescents’ emotions and SCR at the within-person (task) level. Furthermore, Value × Mastery Experience interaction was related to SCR and HRV at the task level, whereas Value × Errors interaction contributed to experienced anger and anxiety at the between-person (individual) level. The findings provide novel understanding of situational interplay between the value of success, challenge, and mastery experience in adolescents’ experienced emotions and psychophysiological states.