Mood, self-set goals and examination performance: the moderating effect of depressed mood

Lane, Andrew M.; Whyte, Gregory P.; Terry, Peter C.; Nevill, Alan M.

dc.contributor.author	Lane, Andrew M.
dc.contributor.author	Whyte, Gregory P.
dc.contributor.author	Terry, Peter C.
dc.contributor.author	Nevill, Alan M.
dc.date.accessioned	2007-11-07T15:33:37Z
dc.date.available	2007-11-07T15:33:37Z
dc.date.issued	2005
dc.identifier.citation	Personality and Individual Differences, 39:1, 143-153
dc.identifier.issn	01918869
dc.identifier.doi	10.1016/j.paid.2004.12.015
dc.identifier.uri	http://hdl.handle.net/2436/14481
dc.description.abstract	The purpose of the present study was to investigate relationships between mood, performance goals, and examination performance. We tested the notion that feelings of depressed mood are central to the overall mood response and influence the functional impact of anger and tension on performance (see Lane & Terry, 2000). Fifty undergraduate students completed a measure of anger, confusion, depression, fatigue, tension and vigour approximately 10 min before a practical physiology examination. Participants also indicated the grade set as a goal for the examination, and rated their confidence to achieve this goal. Depressed mood data were analysed by dichotomising scores into depressed mood group (n = 23) or no-depressive symptoms group (n = 27). Analysis of covariance (ANCOVA) was adopted to explore the association between mood and performance and whether any differences exist between the depression and no-depression groups. Results indicated that only the anger-performance relationship differed between the depression and no-depression groups, whereby anger was associated with improved performance in the no-depression group. MANOVA results indicated that depressed mood was associated with a negative mood profile and low goal-confidence scores. Future research should investigate relationships between mood states using an ideographic design and explore links between variations in mood with more stable psychological factors such as emotional intelligence.
dc.format.extent	-1 bytes
dc.format.mimetype	application/pdf
dc.language.iso	en
dc.publisher	Elsevier B V
dc.relation.url	http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V9F-4FFN4NG-1&_user=10&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=734f132c7ee064d4b0eed8cc2bc5a493
dc.subject	Emotion
dc.subject	Cognition
dc.subject	Academic performance
dc.subject	Depressed mood
dc.subject	Anger
dc.title	Mood, self-set goals and examination performance: the moderating effect of depressed mood
dc.type	Journal article
dc.format.dig	YES
refterms.dateFOA	2018-08-21T10:11:19Z
html.description.abstract	The purpose of the present study was to investigate relationships between mood, performance goals, and examination performance. We tested the notion that feelings of depressed mood are central to the overall mood response and influence the functional impact of anger and tension on performance (see Lane & Terry, 2000). Fifty undergraduate students completed a measure of anger, confusion, depression, fatigue, tension and vigour approximately 10 min before a practical physiology examination. Participants also indicated the grade set as a goal for the examination, and rated their confidence to achieve this goal. Depressed mood data were analysed by dichotomising scores into depressed mood group (n = 23) or no-depressive symptoms group (n = 27). Analysis of covariance (ANCOVA) was adopted to explore the association between mood and performance and whether any differences exist between the depression and no-depression groups. Results indicated that only the anger-performance relationship differed between the depression and no-depression groups, whereby anger was associated with improved performance in the no-depression group. MANOVA results indicated that depressed mood was associated with a negative mood profile and low goal-confidence scores. Future research should investigate relationships between mood states using an ideographic design and explore links between variations in mood with more stable psychological factors such as emotional intelligence.