Goal priming and the emotional experience of students with and without attention problems: an application of the emotional stroop task.
The primary purpose of the present study is to evaluate the emotional experience of students with (n = 52) and without attention problems (n = 272) during an achievement task. A secondary purpose of the present study is to compare students' emotional response to various stimuli, when motivated by various achievement goals. Participants were randomly assigned into a mastery goal condition, a normative performance goal condition, and a non-normative performance goal condition. Results, using a latent means analysis, indicate that students with attention problems needed additional time to process emotion-loaded but not neutral words, providing evidence for an interference effect. Furthermore, students in the performance-normative, relative to the performance non-normative, condition showed a salient interference effect with respect to various emotion-loaded and neutral words.
Sideridis
Georgios
G
University of Crete.
Vansteenkiste
Maarten
M
Shiakalli
Maria
M
Georgiou
Maria
M
Irakleous
Ioanna
I
Tsigourla
Ioanna
I
Fragioudaki
Eirini
E
D000124:Achievement; D001288:Attention; D001289:Attention Deficit Disorder with Hyperactivity / Q000175:diagnosis / Q000523:psychology* / Q000628:therapy; D002648:Child; D003118:Color Perception; D003220:Conflict, Psychological; D004644:Emotions; D005260:Female; D006040:Goals; D006801:Humans; D007266:Inhibition, Psychological; D007389:Internal-External Control; D008297:Male; D009042:Motivation; D009483:Neuropsychological Tests; D010364:Pattern Recognition, Visual; D011930:Reaction Time; D020377:Self Efficacy; D012660:Semantics