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.

尽管诸如考试之类的困难学习过程对于以后的学习成果是有益的，但包括考试或测验在内的学习情况也可以被视为导致更大压力，焦虑和压力的急性压力源。因此，我们认为与阅读任务相反，参与者通过测试来评估学习状况，这会带来更大的负面影响和更大的压力。对于那些具有较高的，而不是较低的性情压力或焦虑的学习者来说，这一点尤其明显。因此，我们进一步预测了配置变量的主要影响以及与学习情况的相互作用。我们使用假设的学习场景进行了一项在线研究，并使用实际学习进行了一项实验室研究，并分别评估了性格压力和焦虑。研究1发现，假设学习情景（包括具有公共结果的测试和具有私人结果的测试）比重读控制场景的评估更为负面。也有一些证据可以预测相互作用的效果。在研究2中，在实际学习情况下的测试被评估为负面的，并且比阅读导致的急性压力和焦虑更严重。在这两项研究中，处置变量与更多的负面评价和更多的压力经历正相关。但是，研究2中没有交互作用。因此，讲师必须记住，学习测验可以成为学习者的急性压力源，从而导致负面的副作用。也有一些证据可以预测相互作用的效果。在研究2中，在实际学习情况下的测试被评估为负面的，并且比阅读导致的急性压力和焦虑更严重。在这两项研究中，处置变量与更多的负面评价和更多的压力经历正相关。但是，研究2中没有交互作用。因此，讲师必须记住，学习测验可以作为学习者的急性压力源，从而导致负面的副作用。也有一些证据可以预测相互作用的效果。在研究2中，在实际学习情况下的测试被评估为负面的，并且比阅读导致的急性压力和焦虑更严重。在这两项研究中，处置变量与更多的负面评价和更多的压力经历正相关。但是，研究2中没有交互作用。因此，讲师必须记住，学习测验可以成为学习者的急性压力源，从而导致负面的副作用。