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Goal priming and the emotional experience of students with and without attention problems: an application of the emotional Stroop task

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Abstract
The primary purpose of the present study is to evaluate the emotional experience of students with (n = 52) and without attention problems (n = 272) during an achievement task. A secondary purpose of the present study is to compare students' emotional response to various stimuli, when motivated by various achievement goals. Participants were randomly assigned into a mastery goal condition, a normative performance goal condition, and a non-normative performance goal condition. Results, using a latent means analysis, indicate that students with attention problems needed additional time to process emotion-loaded but not neutral words, providing evidence for an interference effect. Furthermore, students in the performance-normative, relative to the performance non-normative, condition showed a salient interference effect with respect to various emotion-loaded and neutral words.
Keywords
EGO INVOLVEMENT, ORIENTATIONS, INTERFERENCE, HIERARCHICAL MODEL, MEDIATIONAL ANALYSIS, LEARNING-DISABILITIES, HYPERACTIVITY DISORDER, DEFICIT/HYPERACTIVITY DISORDER, PERFORMANCE-APPROACH GOALS, AVOIDANCE ACHIEVEMENT-MOTIVATION, informational biases, goal orientations, performance-normative goals, emotional Stroop, attention problems, ADHD, cognitive interference

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Chicago
Sideridis, Georgios, Maarten Vansteenkiste, Maria Shiakalli, Maria Georgiou, Ioanna Irakleous, Ioanna Tsigourla, and Eirini Fragioudaki. 2009. “Goal Priming and the Emotional Experience of Students with and Without Attention Problems: An Application of the Emotional Stroop Task.” Journal of Learning Disabilities 42 (2): 177–189.
APA
Sideridis, G., Vansteenkiste, M., Shiakalli, M., Georgiou, M., Irakleous, I., Tsigourla, I., & Fragioudaki, E. (2009). Goal priming and the emotional experience of students with and without attention problems: an application of the emotional Stroop task. JOURNAL OF LEARNING DISABILITIES, 42(2), 177–189.
Vancouver
1.
Sideridis G, Vansteenkiste M, Shiakalli M, Georgiou M, Irakleous I, Tsigourla I, et al. Goal priming and the emotional experience of students with and without attention problems: an application of the emotional Stroop task. JOURNAL OF LEARNING DISABILITIES. 2009;42(2):177–89.
MLA
Sideridis, Georgios, Maarten Vansteenkiste, Maria Shiakalli, et al. “Goal Priming and the Emotional Experience of Students with and Without Attention Problems: An Application of the Emotional Stroop Task.” JOURNAL OF LEARNING DISABILITIES 42.2 (2009): 177–189. Print.
@article{1254057,
  abstract     = {The primary purpose of the present study is to evaluate the emotional experience of students with (n = 52) and without attention problems (n = 272) during an achievement task. A secondary purpose of the present study is to compare students' emotional response to various stimuli, when motivated by various achievement goals. Participants were randomly assigned into a mastery goal condition, a normative performance goal condition, and a non-normative performance goal condition. Results, using a latent means analysis, indicate that students with attention problems needed additional time to process emotion-loaded but not neutral words, providing evidence for an interference effect. Furthermore, students in the performance-normative, relative to the performance non-normative, condition showed a salient interference effect with respect to various emotion-loaded and neutral words.},
  author       = {Sideridis, Georgios and Vansteenkiste, Maarten and Shiakalli, Maria and Georgiou, Maria and Irakleous, Ioanna and Tsigourla, Ioanna and Fragioudaki, Eirini},
  issn         = {0022-2194},
  journal      = {JOURNAL OF LEARNING DISABILITIES},
  keyword      = {EGO INVOLVEMENT,ORIENTATIONS,INTERFERENCE,HIERARCHICAL MODEL,MEDIATIONAL ANALYSIS,LEARNING-DISABILITIES,HYPERACTIVITY DISORDER,DEFICIT/HYPERACTIVITY DISORDER,PERFORMANCE-APPROACH GOALS,AVOIDANCE ACHIEVEMENT-MOTIVATION,informational biases,goal orientations,performance-normative goals,emotional Stroop,attention problems,ADHD,cognitive interference},
  language     = {eng},
  number       = {2},
  pages        = {177--189},
  title        = {Goal priming and the emotional experience of students with and without attention problems: an application of the emotional Stroop task},
  url          = {http://dx.doi.org/10.1177/0022219408331034},
  volume       = {42},
  year         = {2009},
}

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