Appraising the Task: A Mega-Analysis of Interviewers’ Challenge-Threat Assessments and Their Performance in Simulated Child Investigative Interviews

Abstract

Simulation-based training is used to improve child interviewers’ questioning skills. However, not all trainees benefit equally. While some show clear improvement, others make little or no progress. To better understand this variation, we conducted a mega-analysis of four studies (interviews N = 4,634; participants N = 1,838). We examined whether interviewers’ task appraisals, specifically viewing the task as a challenge rather than a threat, could predict their performance in avatar-based child interview simulations. The results showed that higher challenge appraisals were associated with better performance during the immediately following interview simulation. In addition, interviewers who increasingly viewed the task as a challenge over time also demonstrated greater learning gains, such as asking more recommended questions and obtaining more accurate information. These effects were especially strong among those with less prior experience. However, interviewers with more experience did not always improve, and in some cases performed worse. These findings suggest that how interviewers evaluate the task potentially plays a key role in both immediate performance and long-term learning. Training programs should address evolving appraisals to enhance effectiveness.