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Challenging assignments and activating mood: the influence of goal orientation
Author(s) -
Preenen Paul T. Y.,
Van Vianen Annelies E. M.,
De Pater Irene E.
Publication year - 2014
Publication title -
journal of applied social psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.822
H-Index - 111
eISSN - 1559-1816
pISSN - 0021-9029
DOI - 10.1111/jasp.12256
Subject(s) - psychology , mood , goal orientation , orientation (vector space) , contrast (vision) , focus (optics) , social psychology , cognitive psychology , artificial intelligence , computer science , physics , geometry , mathematics , optics
We examined the impact of induced goal orientation on individuals' positive‐ and negative‐activating mood when taking part in high‐ or low‐challenging assignments. Results indicated that performing a low‐challenging assignment leads to a higher positive‐activating mood with a performance‐approach orientation than with a mastery approach, or no goal orientation. In contrast, conducting a high‐challenging assignment leads to a higher positive‐activating mood with a mastery approach than with a performance approach, or no goal orientation. These findings suggest that high‐challenging assignments are best instructed with a focus on learning whereas low‐challenging assignments are best instructed with a focus on superior performance.