How Do Students React When Their Performance Is Worse or Better Than Expected?

Abstract. We analyzed grade level and sex differences for changes in expectations and coping with expectation violations, based on the ViolEx model. A sample of 114 third to sixth graders (male, n = 44, 38.6 %; female, n = 70, 61.4 %) reported their expected achievement in trials with no feedback, worse-than-expected achievement feedback, and better-than-expected feedback. Expectations improved across the no-feedback and better-than-expected feedback trials, and deteriorated across worse-than-expected trials. While expectation change did not vary by grade level or sex, reported coping with expectation violation did vary, and pupils of younger years reported higher attempts to fulfill their expectations (assimilative behavior). Immunization against worse-than-expected feedback was associated with higher expectations in the negative-feedback condition, but protective effects of immunization were lost with an increasing number of expectation violations. In addition, higher willingness to reduce one’s expectations (accommodation) inhibited the update of expectations after receiving better-than-expected feedback. Conclusions for future research are drawn.