title: Examination-related feedback, mood and helping: a correlational study.
abstract: The association of mood with helping was examined. College students (N = 62) self-reported mood before and after receiving feedback (numerical score and letter grade) on an examination administered during the previous class session. Helping measures included the number of sessions in which they were willing to serve and the number of names in a list of 120 checked for spelling. Analysis indicated that examination scores were negatively correlated with negative affect (r = -.69) and positively correlated with positive affect (r = 51); however, there was no statistically significant relationship between mood and helping.
authors.affiliation: Department of Psychology, Mount Mercy College, Cedar Rapids, IA 52402, USA. rfeldt@mmc.mtmercy.edu
authors.forename: R C
authors.initials: RC
authors.lastname: Feldt
authors.forename: M
authors.initials: M
authors.lastname: Jagodzinski
authors.forename: K
authors.initials: K
authors.lastname: McKinley
mesh_terms: D000124:Achievement; D000328:Adult; D000339:Affect; D005246:Feedback; D005260:Female; D006379:Helping Behavior; D006801:Humans; D007389:Internal-External Control; D008297:Male; D010555:Personality Inventory; D012073:Remedial Teaching; D013334:Students / Q000523:psychology*