LAUSR

Abstract Although difficult learning processes like tests are beneficial for later learning outcomes, learning situations including tests or quizzes can also be perceived as acute stressors leading to more pressure, anxiety, and stress. Thus, we suppose that participants evaluate learning situations with tests, contrary to reading tasks, as more negative and experience more stress. This should be especially pronounced for learners with higher, as opposed to lower, dispositional stress or anxiety. Hence, we further predicted main effects of dispositional variables as well as interactions with the learning situation. We conducted one online study using hypothetical learning scenarios and one laboratory study using actual learning and respectively assessed dispositional stress and anxiety. Study 1 found that hypothetical learning scenarios including tests with public results and tests with private results were evaluated more negatively than re-reading control scenarios. There was also some evidence for the predicted interaction effect. In Study 2 a test in an actual learning situation was evaluated as more negative and additionally led to more acute stress and anxiety than reading. Dispositional variables were positively correlated to more negative evaluations and more stress experiences in both studies. However, there were no interactions in Study 2. Consequently, lecturers must keep in mind that learning tests can serve as acute stressors for learners, thereby resulting in negative side-effects.