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Mood and Performance

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Samantha Fassak

on 21 July 2013

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Transcript of Mood and Performance


Effects of mood on performance and the mediating role of emotional intelligence
Mood Manipulation Study
Emotional Intelligence Measures
Study Overview:

Materials:
5 Mood Conditions:
Music + Vignettes
Videos
Music + Recall
Participants listen to music
while writing about a past event in response to a
prompt (Marzillier and Davey, 2005; Martin, 1990) .

Participants listen to music while viewing a series of vignettes on a computer screen (Marzillier and Davey, 2005; Jallais & Gilet, 2010; Mayer et al., 1995)
Participants watch video clips intended to induce particular emotions (Tice et al., 2007; Schmueli & Prochaska, 2012; Westerman et al., 2006).
Independent groups design
Mood Induction Procedure (MIP)
Tasks:
Mood Rating
EI Measure
Creative:
Remote Associates Test (Mednick, 1962)
Spring/ baby/ cap...
Answer: Shower
Analytical:
GRE Verbal
With his sub-four minute mile Bannister broke a psychological barrier, and inspired thousands of others to attempt to overcome seemingly ____ hurdles.
A. Insurmountable
B. Inane
C. Trivial
D. Traumatic
E. Ineffable
Answer: A
Induce one of 5 Moods:
Angry
Happy
Neutral
Sad
Calm/ Serene
(Manipulation check)
Measures:
5-point Likert scale
Contains 40 adjectives (e.g., pleased, sleepy, impatient)
UWIST Mood Adjective Checklist (Matthews, Jones, & Chamberlain, 1990):
Energetic Arousal
Tense Arousal
H e d o n i c t o n e
Free Label (Marzillier and Davey, 1988):
Ps list five words that describe what they're feeling at the moment
Qualitative measure
To be determined...Study 2
Procedure to use: Study 1
To what extent do different levels of mood influence performance on creative and analytical tasks?
Does emotional intelligence mediate this relationship?
Mood and Performance
Expected Results:
Better creative performance in positive mood conditions (Vosburg, 1998; Bolte et al., 2003; Isen et al., 1987).
Better analytical performance in negative mood conditions (Vosburg, 1998; Schwartz & Bless, 1991).
Better performance at moderate (rather than extreme) arousal levels (Hygge & Knez, 2001; Mitchell & Phillips, 2007).
Better performance with greater levels of EI (Wong & Law, 2002)
Analyses:
2-way ANOVAs:
IVs:
Central: Mood condition (Happy, Sad, Angry, Calm, Neutral)
Additional: Mood Valence, Tense Arousal, Energetic Arousal (based on UWIST score); EI score
DVs:
(1) Performance on creative task; (2) Performance on analytical task
Goal: Determine most effective Mood Induction Procedure (MIP) to use
IVs: MIP (3), Mood condition (5)
DV: UWIST Mood Adjective Checklist Score (Matthews, Jones, & Chamberlain, 1990); Free Label (Marzillier & Davey, 1988)
15 conditions * 5 participants per condition = 75 participants
Participants run in groups of 5 (one MIP at a time with one from each mood condition in each group)
Mood Induction Procedures
e.g., You get out of class or work early. It's a beautiful day and you and some friends go for an ice cream (Mayer et al., 1995)
Same as for central study:
Happy
Sad
Angry
Calm
Neutral
Music samples (Jallais & Gilet, 2010; Mayer et al., 1995; Berna et al., 2010; Marzillier & Davey, 2005)
Vignettes (Mayer et el., 1995)
Recall Prompts (based on Schmueli & Prochaska, 2012)
Videos (based on Schmueli & Prochaska, 2012; Tice et al., 2007)
Procedure:
Informed Consent (5 min)
MIP (5 min)
UWIST (5 min)
Debriefing (5 min)
Total time: 20 min
Goal: To determine whether the STEU and STEM, as well as the Abbreviated STEU and STEM measure the "understanding" and "managing" components of EI comparably to the corresponding branches of the MSCEIT.
Overview:
MSCEIT (Brackett & Salovey, 2006):
Situational Test of Emotional Understanding (STEU)/ Management (STEM) (MacCann & Roberts, 2008)
Brief STEU/ STEM (MacCann & Roberts, 2010)
141 items total
Takes 30-45 min
"Rate-the-extent" questions
4 Branches
Perceiving
Using
Understanding
Managing
Scores do not correlate with self-report (Brackett & Mayer, 2003)
Comprised of both "rate-the-extent" and MC questions
STEU: 42 items
STEM: 44 items
Ability-based (rather than self-report)
Based on MacCann & Roberts (2008)
STEU: 25 items
STEM: 20 items
Analyses:
3 2-Way ANOVAs:
IV: Mood Condition
DV: UWIST score (Free Label is only taken as a qualititive measure)
Linear Regression Analyses
Factors:
1a: MSCEIT Understanding score
1b: STEU score
1c: Abbreviated STEU score
2a: MSCEIT Managing score
2b: STEM score
2c: Abbreviated STEM score
Analyses:
(Compared to roughly 35 items each)
Estimated EI time (2 branches): 15 min v. 20 min
Central Study:
1. Informed consent (5 min)
2. MIP (5 min)
3. Task (10 min)
4. UWIST (5 min)
5. EI test (ideally 20-30 min)
6. Debrief (5 min)
Procedure:
1. Informed Consent
2. Take "understanding" segment
3. Take "managing" segment
4. Debrief
Participants:
3 conditions * 25 per condition= 75 participants
Combine with Study 1
"The ability to transcend traditional ideas, rules, patterns, relationships, or the like, and to create meaningful new ideas" (Dictionary.com)
Creativity:
Arousal:
Hygge & Knez (2001); Mitchell & Phillips (2007)
Analyze:
"To separate into constituent parts or elements" (Dictionary.com)
Assisted by positive mood (Vosburg, 1998; Bolte et al., 2003; Isen et al., 1987)
Assisted by negative mood (Vosburg et al., 1998; Schwartz & Bless, 1991)
Main/ sweeper/ light...
Answer: Street
Conditions:
1. MSCEIT (both)
2. STEU/ STEM
3. Abbreviated STEU/ STEM
Full transcript