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

Terry, Peter C. and Lane, Andrew M. and Nevill, Alan M. and Whyte, Gregory P. (2005) Mood, self-set goals and examination performance: the moderating effect of depressed mood. Personality and Individual Differences, 39 (1). pp. 143-153. ISSN 0191-8869

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 and Terry, 2000). Fifty undergraduate students completed a measure of anger, confusion, depression, fatigue, tension and vigour approximately 10 minutes 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.


Statistics for USQ ePrint 433
Statistics for this ePrint Item
Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Copyright 2005 Elsevier. Reproduced in accordance with the copyright policy of the publisher. This journal is available online - use hypertext links above.
Depositing User: epEditor USQ
Faculty / Department / School: Historic - Faculty of Sciences - Department of Psychology
Date Deposited: 11 Oct 2007 00:21
Last Modified: 02 Jul 2013 22:32
Uncontrolled Keywords: emotion; cognition; academic success; depressed mood; anger
Fields of Research (FOR2008): 17 Psychology and Cognitive Sciences > 1701 Psychology > 170112 Sensory Processes, Perception and Performance
11 Medical and Health Sciences > 1117 Public Health and Health Services > 111714 Mental Health
17 Psychology and Cognitive Sciences > 1701 Psychology > 170110 Psychological Methodology, Design and Analysis
Socio-Economic Objective (SEO2008): E Expanding Knowledge > 97 Expanding Knowledge > 970117 Expanding Knowledge in Psychology and Cognitive Sciences
Identification Number or DOI: doi: 10.1016/j.paid.2004.12.015
URI: http://eprints.usq.edu.au/id/eprint/433

Actions (login required)

View Item Archive Repository Staff Only