We conducted an experimental study with 192 ninth graders in which we investigated a connection between performance and students' interest and enjoyment using task-unspecific and task-specific questionnaires. Students were randomly assigned to experimental group 1 or to experimental group 2. In group 1, they were asked about their affective measures after task processing, and in group 2, they were asked before task processing. In both groups, students who achieved higher scores on the performance test reported stronger interest and enjoyment. The connection of performance to the task-unspecific and task-specific affective scales did not differ significantly and ranged between 0.15 and 0.47 for problems with and without a connection to the real world. [For the complete proceedings, see ED597799.]