comprehension, extraneous cognitive load, intrinsic cognitive load, text learning

The authors investigated the effects of former learning experiences on how students adapt to challenging mathematics tasks. A distinction has been made between domain-specific variables (goal orientation, self-concept of mathematics ability) and task- (or context-) specific appraisals (estimated competence for, attractiveness and relevance of the task). A model has been developed to explain how motivational variables interact in determining studentsʹ adaptive behavior when confronted with a learning task. In this study, the authors examined the adequacy of this model. The main question was whether this model needs to be extended by including causal attributions following mathematics tasks. To answer this question, the authors conducted 2 series of analyses. First, they investigated how causal attributions depend on domain- and task-specific variables. Second, they examined whether attributions of task outcome add to the explained variance in task-specific appraisals on a subsequent task confrontation. The findings show that when students attributed a good performance to their personal ability, a positive effect on their estimated competence in a subsequent task confrontation resulted. However, attribution of a poor performance to lack of effort had a negative impact on studentsʹ estimated competence. Consequences for modelling adaptive processes are discussed.