Ghent University Academic Bibliography

Advanced

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

Georgios Sideridis, Maarten Vansteenkiste UGent, Maria Shiakalli, Maria Georgiou, Ioanna Irakleous, Ioanna Tsigourla and Eirini Fragioudaki (2009) JOURNAL OF LEARNING DISABILITIES. 42(2). p.177-189
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.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
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
journal title
JOURNAL OF LEARNING DISABILITIES
J. Learn. Disabil.
volume
42
issue
2
pages
177 - 189
Web of Science type
Article
Web of Science id
000263698000006
JCR category
REHABILITATION
JCR impact factor
1.412 (2009)
JCR rank
15/51 (2009)
JCR quartile
2 (2009)
ISSN
0022-2194
DOI
10.1177/0022219408331034
language
English
UGent publication?
yes
classification
A1
id
1254057
handle
http://hdl.handle.net/1854/LU-1254057
date created
2011-06-06 15:34:16
date last changed
2016-12-19 15:45:58
@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},
}

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.