Objective: Cognition and affect serve integrative, adaptive functions. Research demonstrates that affective state influences learning, but current research fails to demonstrate consistent findings. Results vary due to differences in conceptual affect models, methodological differences in affect induction and measurement. This study examines the relationship between mood and learning.
Method: Over a 4 week enrollment period, 32 undergraduate students rated mood and perceived study quality twice on 10 consecutive study sessions. Energetic arousal and tense arousal were measured using the Activation-Deactivation Adjective Checklist (AD ACL) self report measure, and study quality was measured using brief self-report ratings of attention, comprehension, and overall perceived study quality. Affective states were categorized as: Tense Energy (High Energy, High Tension), Calm Energy (High Energy, Low Tension), Tense-Tiredness (Low Energy, High Tension), Calm-Tiredness (Low Energy, Low Tension).
Results: A total of 275 ratings were used in the analysis. A mixed Analysis of Variance (ANOVA) confirmed the hypothesis, revealing a significant effect of arousal state on perceived study quality, F = 11.89 (3, 37), p < .0001. Post hoc tests were conducted and found that perceived study quality was highest in Calm Energy mood states (μ = 30.7), and lowest in Tense Tired states (μ = 25.3).
Further analysis was conducted to evaluate how well affective state, cognitive load, task interest, and motivation predicted perceived study quality. The linear regression equation was significantly related to perceived study quality. When controlling for design factors (time, occasion), there was a positive effect of Energetic Arousal on perceived study quality. When controlling for confounding variables (task interest, difficulty of material, minutes studying), Tense Arousal had a negative effect on perceived study quality.
Conclusions: These results indicate an effect of both energetic arousal and tense arousal on perceived study quality measures, indicating that arousal may be a better predictor of cognitive performance than other affective models.
|Advisor:||Thayer, Robert E.|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 51/01M(E), Masters Abstracts International|
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