Mood states, self-set goals, self-efficacy and performance in academic examinations

Thelwell, Richard C.; Lane, Andrew M.; Weston, Neil J. V.

dc.contributor.author	Thelwell, Richard C.
dc.contributor.author	Lane, Andrew M.
dc.contributor.author	Weston, Neil J. V.
dc.date.accessioned	2007-11-07T15:17:53Z
dc.date.available	2007-11-07T15:17:53Z
dc.date.issued	2007
dc.identifier.citation	Personality and Individual Differences, 42:3, 573-583
dc.identifier.issn	01918869
dc.identifier.doi	10.1016/j.paid.2006.07.024
dc.identifier.uri	http://hdl.handle.net/2436/14480
dc.description.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.
dc.format.extent	63364 bytes
dc.format.mimetype	application/pdf
dc.language.iso	en
dc.publisher	Elsevier Science B. V. Amsterdam
dc.subject	Emotion
dc.subject	Performance
dc.subject	Self-efficacy
dc.subject	Cognition
dc.subject	Applied psychology
dc.title	Mood states, self-set goals, self-efficacy and performance in academic examinations
dc.type	Journal article
dc.format.dig	YES
refterms.dateFOA	2018-08-20T13:37:10Z
html.description.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.