Hostname: page-component-586b7cd67f-rcrh6 Total loading time: 0 Render date: 2024-11-26T00:22:48.478Z Has data issue: false hasContentIssue false
  • English
  • Français

Prediction of Cognitive Learning Performance from Multivariate State-Change Scores

Published online by Cambridge University Press:  29 October 2015

Gregory J. Boyle
Gregory J. Boyle*
Affiliation:
University of Melbourne

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

While the role of non-ability intrapersonal variables including personality traits and motivational dynamic factors has been well documented in numerous studies, the relationship of transient states to cognitive performance has been relatively neglected. Boyle (1983b, 1986) demonstrated that emotional states powerfully influence cognitive learning outcomes under conditions of stressful activation. However, under neutral, non-emotive conditions, it remained unclear what role if any was played by mood states in cognitive learning. The failure to employ change measures in these studies may have obscured the likely influence of emotions on cognitive performance in the neutral situation. This study re-examines the relationship of moods with cognitive learning performance using state-change scores rather than single-occasion mood-state scores as the basis for predicting cognitive learning outcomes.

Type
Editorial
Information
The Educational and Developmental Psychologist , Volume 3 , Issue 2 , November 1986 , pp. 17 - 21
Copyright
Copyright © Australian Psychological Society 1986

References

Boyle, G.J. (1979). Delimitation of state-trait curiosity in relation to state anxiety and learning task performance. Australian Journal of Education, 23, 70–82.CrossRefGoogle Scholar
Boyle, G.J. (1983a). Critical review of state-trait curiosity test development. Motivation and Emotion, 7, 377–397.CrossRefGoogle Scholar
Boyle, G.J. (1983b). Effects on academic learning of manipulating emotional states and motivational dynamics. British Journal of Educational Psychology, 53, 347–357.CrossRefGoogle ScholarPubMed
Boyle, G.J. (1984). Reliability and validity of Izard’s Differential Emotions Scale. Personality and Individual Differences, 5, 747–750.CrossRefGoogle Scholar
Boyle, G.J. (1985). Self-report measures of depression: Some psychometric considerations. British Journal of Clinical Psychology, 24, 45–59.CrossRefGoogle ScholarPubMed
Boyle, G.J. (1986). Depressed mood effects on processing of high- and low-content structure text in American and Australian college women. Journal of Structural Learning, 9, 77–82.Google Scholar
Cattell, R.B. (1982). The clinical use of difference scores: Some psychometric problems. Multivariate Experimental Clinical Research, 6, 87–98.Google Scholar
Cattell, R.B. (1983a). Structured personality-learning theory: A wholistic multivariate research approach. New York: Praeger.Google Scholar
Cattell, R.B. (1983b). The role of psychological testing in educational performance: The validity and use of ability predictions. Mankind Quarterly, 23, 227–277.Google Scholar
Cattell, R.B. (1985). Human motivation and the dynamic calculus. New York: Praeger.Google Scholar
Cattell, R.B. & Butcher, H.J. (1986). The prediction of achievement and creativity. Indianapolis: Bobbs-Merrill.Google Scholar
Cattell, R.B. & Child, D. (1975). Motivation and dynamic structure. New York: Wiley-Halsted.Google Scholar
Cattell, R.B., Barton, K. & Dielman, T.E. (1972). Prediction of school achievement from motivation, personality and ability measures. Psychological Reports, 30, 35–43.CrossRefGoogle ScholarPubMed
Curran, J.P. & Cattell, R.B. (1976). Manual for the Eight State Questionnaire. Champaign, Illinois: Institute for Personality & Ability Testing.Google Scholar
Dielman, T.E., Barton, K. & Cattell, R.B. (1971). The prediction of junior high school achievement from objective motivation tests. Personality, 4, 279–287.Google Scholar
Dielman, T.E., Barton, K. & Cattell, R.B. (1973). The prediction of junior high school grades from the Culture Fair Intelligence Test and objective measures of motivation. Champaign, Illinois: Institute for Personality & Ability Testing.Google Scholar
Gillis, J.S. & Lee, D.C. (1978). Second-order relations between different modalities of personality trait organization. Multivariate Experimental Clinical Research, 3, 241–248.Google Scholar
Kline, P. (1979). Psychometrics and psychology. London: Academic.Google Scholar
Velten, E. (1968). A laboratory task for induction of mood states. Behaviour Research and Therapy, 6, 473–482.CrossRefGoogle ScholarPubMed