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|Title:||Challenging assignments and activating mood: The influence of goal orientation||Authors:||Preenen, P.T.Y.
Van Vianen, A.E.M.
De Pater, I.E.
|Issue Date:||2014||Citation:||Preenen, P.T.Y., Van Vianen, A.E.M., De Pater, I.E. (2014). Challenging assignments and activating mood: The influence of goal orientation. Journal of Applied Social Psychology. ScholarBank@NUS Repository. https://doi.org/10.1111/jasp.12256||Abstract:||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. © 2014 Wiley Periodicals, Inc.||Source Title:||Journal of Applied Social Psychology||URI:||http://scholarbank.nus.edu.sg/handle/10635/124963||ISSN:||00219029||DOI:||10.1111/jasp.12256|
|Appears in Collections:||Staff Publications|
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