In terms of predictions, the team observed that most students had what is known as an “optimistic learning bias.” In other words, the students tended to learn more from positive rather than negative surprises.
“When the more optimistic students received a lower score than they anticipated, they changed their expectations appropriately but did not overcorrect following these disappointments on the next exam,” Heller explained.
At the same time, though, the researchers also discovered an opposing trend. There was one particular group of students who were consistently more pessimistic throughout the semester.
These students tended to predict that they would receive a lower grade on subsequent exams, even though their last grade was slightly higher than what they had predicted.
“This led them to be more inaccurate in what they expected overall, and due to how they learned, predicted whether students would develop symptoms of anxiety later on in life.”
In turn, the study revealed that an individual’s positive or negative emotions are not just driven by exam grades or other results they receive. Instead, emotions are also dependent on what people expect to receive.
Due to this, Heller believes that helping individuals form accurate expectations in life is a critical treatment option for depression and anxiety.
To read the study’s complete findings, which have since been published in Science Advances, visit the link here.
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