Effects of induction of positive and negative emotional states on academic self-efficacy beliefs in college students

IF 1.7 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Psicologia Educativa Pub Date : 2016-12-01 DOI:10.1016/j.pse.2015.03.003

Leonardo Adrián Medrano , Ezequiel Flores-Kanter , Luciana Moretti , Germán Leandro Pereno

{"title":"Effects of induction of positive and negative emotional states on academic self-efficacy beliefs in college students","authors":"Leonardo Adrián Medrano , Ezequiel Flores-Kanter , Luciana Moretti , Germán Leandro Pereno","doi":"10.1016/j.pse.2015.03.003","DOIUrl":null,"url":null,"abstract":"<div><p>Studies have examined the relationship between positive and negative emotions with self-efficacy, but we consider that some theoretical and methodological aspects are missing. In this study, the difficulties in participants’ emotional regulation were included as a co-variable. We analyzed factors undergoing the absence of affective congruity. An experimental design taking the type of induced emotions (positive vs. negative) as independent variable was carried out. The manipulation of this variable was effected with the combined exhibition of movie/music. The results suggest that the induction of positive and negative mood states increases and decreases respectively, the levels of self-efficacy. This was only observed in participants in a condition of intense or raised mood and in atypical or slightly accurate items of character. We concluded that the induction of positive and negative mood states increases and decreases respectively the levels of academic self-efficacy in college students and that the difficulty in the emotional regulation modulates the effect of inductions of mood states.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":"22 2","pages":"Pages 135-141"},"PeriodicalIF":1.7000,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.pse.2015.03.003","citationCount":"31","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psicologia Educativa","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1135755X16000105","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 31

Abstract

Studies have examined the relationship between positive and negative emotions with self-efficacy, but we consider that some theoretical and methodological aspects are missing. In this study, the difficulties in participants’ emotional regulation were included as a co-variable. We analyzed factors undergoing the absence of affective congruity. An experimental design taking the type of induced emotions (positive vs. negative) as independent variable was carried out. The manipulation of this variable was effected with the combined exhibition of movie/music. The results suggest that the induction of positive and negative mood states increases and decreases respectively, the levels of self-efficacy. This was only observed in participants in a condition of intense or raised mood and in atypical or slightly accurate items of character. We concluded that the induction of positive and negative mood states increases and decreases respectively the levels of academic self-efficacy in college students and that the difficulty in the emotional regulation modulates the effect of inductions of mood states.

查看原文本刊更多论文

积极和消极情绪状态的诱导对大学生学业自我效能感信念的影响

研究已经探讨了积极和消极情绪与自我效能之间的关系，但我们认为一些理论和方法方面的缺失。本研究将被试情绪调节困难作为协变量。我们分析了导致情感一致性缺失的因素。以诱导情绪类型(积极与消极)为自变量进行实验设计。这一变量的操纵是通过电影/音乐的组合展示来实现的。结果表明，积极和消极情绪状态的诱导分别提高和降低了自我效能感水平。这只在参与者情绪紧张或情绪高涨的情况下，以及在非典型或稍微准确的性格项目中观察到。结果表明，积极和消极情绪状态的诱导分别提高和降低了大学生学业自我效能感水平，情绪调节难度调节了情绪状态诱导的效果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Psicologia Educativa Multiple-

CiteScore

3.50

自引率

0.00%

发文量

审稿时长

29 weeks

期刊介绍： La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.