2.50
Hdl Handle:
http://hdl.handle.net/2436/14480
Title:
Mood states, self-set goals, self-efficacy and performance in academic examinations
Authors:
Thelwell, Richard C.; Lane, Andrew M.; Weston, Neil J. V.
Abstract:
The present study investigated relationships between mood, performance goals, and both written and oral examination performance. Fifty-seven undergraduate students completed a mood measure that assessed the subscales of anger, calmness, confusion, depression, fatigue, happiness, tension and vigor, indicated the grade set as a goal for the examinations, and rated their confidence to achieve this goal. These measures were completed approximately 30 min before each examination. Structural equation modelling results indicated that mood states, self-efficacy and self-set goals predicted 20% of oral examination performance and 7% of written examination performance. In both samples, findings indicate that positive mood states are associated with self-efficacy to achieve self-set goals. We suggest that future research should look at the extent to which intervention strategies designed to enhance mood states are associated with enhanced performance.
Citation:
Personality and Individual Differences, 42:3, 573-583
Publisher:
Elsevier Science B. V. Amsterdam
Issue Date:
2007
URI:
http://hdl.handle.net/2436/14480
DOI:
10.1016/j.paid.2006.07.024
Type:
Article
Language:
en
ISSN:
01918869
Appears in Collections:
Learning and Teaching in Higher Education; Learning and Teaching in Sport, Exercise and Performance

Full metadata record

DC FieldValue Language
dc.contributor.authorThelwell, Richard C.-
dc.contributor.authorLane, Andrew M.-
dc.contributor.authorWeston, Neil J. V.-
dc.date.accessioned2007-11-07T15:17:53Z-
dc.date.available2007-11-07T15:17:53Z-
dc.date.issued2007-
dc.identifier.citationPersonality and Individual Differences, 42:3, 573-583en
dc.identifier.issn01918869-
dc.identifier.doi10.1016/j.paid.2006.07.024-
dc.identifier.urihttp://hdl.handle.net/2436/14480-
dc.description.abstractThe present study investigated relationships between mood, performance goals, and both written and oral examination performance. Fifty-seven undergraduate students completed a mood measure that assessed the subscales of anger, calmness, confusion, depression, fatigue, happiness, tension and vigor, indicated the grade set as a goal for the examinations, and rated their confidence to achieve this goal. These measures were completed approximately 30 min before each examination. Structural equation modelling results indicated that mood states, self-efficacy and self-set goals predicted 20% of oral examination performance and 7% of written examination performance. In both samples, findings indicate that positive mood states are associated with self-efficacy to achieve self-set goals. We suggest that future research should look at the extent to which intervention strategies designed to enhance mood states are associated with enhanced performance.en
dc.format.extent63364 bytes-
dc.format.mimetypeapplication/pdf-
dc.language.isoenen
dc.publisherElsevier Science B. V. Amsterdamen
dc.subjectEmotionen
dc.subjectPerformanceen
dc.subjectSelf-efficacyen
dc.subjectCognitionen
dc.subjectApplied psychologyen
dc.titleMood states, self-set goals, self-efficacy and performance in academic examinationsen
dc.typeArticleen
dc.format.digYES-
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