Please use this identifier to cite or link to this item:
https://doi.org/10.1111/jasp.12256
DC Field | Value | |
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dc.title | Challenging assignments and activating mood: The influence of goal orientation | |
dc.contributor.author | Preenen, P.T.Y. | |
dc.contributor.author | Van Vianen, A.E.M. | |
dc.contributor.author | De Pater, I.E. | |
dc.date.accessioned | 2016-06-02T09:25:07Z | |
dc.date.available | 2016-06-02T09:25:07Z | |
dc.date.issued | 2014 | |
dc.identifier.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 | |
dc.identifier.issn | 00219029 | |
dc.identifier.uri | http://scholarbank.nus.edu.sg/handle/10635/124963 | |
dc.description.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. | |
dc.description.uri | http://libproxy1.nus.edu.sg/login?url=http://dx.doi.org/10.1111/jasp.12256 | |
dc.source | Scopus | |
dc.type | Article | |
dc.contributor.department | MANAGEMENT AND ORGANISATION | |
dc.description.doi | 10.1111/jasp.12256 | |
dc.description.sourcetitle | Journal of Applied Social Psychology | |
dc.identifier.isiut | 000342809900003 | |
Appears in Collections: | Staff Publications |
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