This study, fourth in a series examining factors related to involvement in academic tasks, considers the ways in which cognitive, affective, and motivational variables associated with involvement change over various phases of completing an actual academic task (studying for a final examination). The phases of studying were: (1) just about to begin studying; (2) in the midst of studying; and (3) just finished studying. Subjects were 60 undergraduates in a public speaking course. Students completed a five-page questionnaire while they were studying for a final examination. They then completed a modified version of the Nowlis-Green Mood Adjective Check List. The phase of studying was a significant within-subject factor for both cognitive/motivational and affective variables. As in previous studies there was an increasing trend from phase 1 to phase 2 for interest, concentration, involvement, and understanding; and there was a decreasing trend for wishing to be elsewhere, anger, playfulness, pressure, and skepticism. These trends were consistent with a pattern of increasing involvement that precludes other affective and cognitive events, both negative and positive. One table and two figures illustrate the discussion. (Author/SLD)