The Impact of Positive Mood on Learning

Bryan, Tanis; Mathur, Sarup R.; Sullivan, Karen

doi:10.2307/1511058

Cited by 56 publications

(42 citation statements)

References 19 publications

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“…Accordingly, positive experiences (such as flow at work) build people's enduring personal resources. Indirect evidence consistent with this building hypothesis can be drawn from correlational and experimental studies that link positive states, traits and behaviors with physical, intellectual and social resources (Boulton and Smith, 1992;Bryan, Mathur & Sullivan, 1996;Caro, 1988;Hazen and Durrett, 1982).…”

Section: Flow At Workmentioning

confidence: 92%

Flow at Work: Evidence for an Upward Spiral of Personal and Organizational Resources*

Salanova

Bakker²,

Llorens³

2006

J Happiness Stud

441

342

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ABSTRACT. The present 2-wave study among 258 secondary school teachers investigates the relationship between personal and organizational resources on the one hand, and work-related flow on the other hand. On the basis of Hobfoll ' s (1988) conservation of resources theory, Bandura' social cognitive theory (1997; 2001), and Fredrickson's (1998) ''broaden-and-build'' theory of positive emotions, we formulated two hypotheses: (1) personal resources (i.e., self-efficacy beliefs) and organizational resources (including social support climate and clear goals) facilitate work-related flow (work absorption, work enjoyment, and intrinsic work motivation); and (2) work-related flow has a positive influence on personal and organizational resources. The results of a series of structural equation modeling analyses offer clear support for both hypotheses. The theoretical and practical implications of these findings are discussed.

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Section: Flow At Workmentioning

confidence: 92%

Flow at Work: Evidence for an Upward Spiral of Personal and Organizational Resources*

Salanova

Bakker²,

Llorens³

2006

J Happiness Stud

441

342

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“…Learning also means one's ability in processing various information that he/she receives. Bryan, Mathur, and Sullivan (1996) find that the impact of positive mood on the performance of the students in processing information. Positive mood facilitates complex cognitive functions requiring flexibility, integration, and utilization of cognitive material such as memory, categorization, creative problem solving, decision-making and learning.…”

Section: Journal Of E-learning and Higher Educationmentioning

confidence: 81%

University Students’ Emotion State and Academic Performance: New Insights of Managing Complex Cognitive

Febrilia¹,

Warokka²,

Abdullah³

2011

JELHE

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A potentially important but relatively unexplored factor in explaining human capital accumulation during college is mental state (health) problems. Recent empirical findings reveal the impact of mental state, i.e. positive mood, on the performance of the students in processing information. This kind of mental state facilitates cognitive process that leads to better learning performance and satisfaction. Positive mood facilitates complex cognitive functions requiring flexibility, integration, and utilization of cognitive material such as memory, categorization, creative problem solving, decision-making and learning. Little empirical research on students' emotions and their effect on learning and academic performance is available that could guide the design of learning environments. This study extends the literature that has been done mostly in western societies by proposing a further linkage between positive and negative mood to students' learning and the impact of that learning on student's academic performance in Indonesian universities, which is rarely investigated in non-western societies. The data were collected by using questionnaires and a sample of 106 students who have mid-term examination (assessment) in their active academic semester. The result, based on analysis using structural equation modeling, indicates that the tested model has an acceptable 4it. The 4indings also indicate that (1) positive mood has no in4luence on learning, (2) negative mood has negative in4luence on learning, and (3) learning has positive influence on student's academic performance.

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“…Anxiety disorders are characterized by narrow, inflexible, and negatively biased patterns of cognition and behavior hypothesized to maintain symptoms (e.g., Bar-Haim, Lamy, Pergamin, Bakermans-Kranenburg, & Van Ijzendoorn, 2007). Positive emotions have been shown to facilitate learning (Bryan, Mathur, & Sullivan, 1996), global information processing (Rowe, Hirsh, & Anderson, 2007), openness to new information and patterns of information processing (Estrada et al, 1997; Isen et al, 1987; Johnson & Fredrickson, 2005), and flexible thinking (Isen & Daubman, 1984). These processes may increase the efficacy of CBT by aiding one’s capacity to assimilate new information learned during therapy, generate alternatives to currently held negative beliefs, and by allowing for the integration of disconfirmatory (threat-inconsistent) information learned during behavioral exercises.…”

Section: Discussionmentioning

confidence: 99%

What good are positive emotions for treatment? Trait positive emotionality predicts response to Cognitive Behavioral Therapy for anxiety

Taylor

Knapp

Bomyea

et al. 2017

Behaviour Research and Therapy

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Objective Cognitive behavioral therapy (CBT) is empirically supported for the treatment of anxiety disorders; however, not all individuals achieve recovery following CBT. Positive emotions serve a number of functions that theoretically should facilitate response to CBT – they promote flexible patterns of information processing and assimilation of new information, encourage approach-oriented behavior, and speed physiological recovery from negative emotions. We conducted a secondary analysis of an existing clinical trial dataset to test the a priori hypothesis that individual differences in trait positive emotions would predict CBT response for anxiety. Method Participants meeting diagnostic criteria for panic disorder (n=28) or generalized anxiety disorder (n=31) completed 10 weekly individual CBT sessions. Trait positive emotionality was assessed at pre-treatment, and severity of anxiety symptoms and associated impairment was assessed throughout treatment. Results Participants who reported a greater propensity to experience positive emotions at pre-treatment displayed the largest reduction in anxiety symptoms as well as fewer symptoms following treatment. Positive emotions remained a robust predictor of change in symptoms when controlling for baseline depression severity. Conclusions Initial evidence supports the predictive value of trait positive emotions as a prognostic indicator for CBT outcome in a GAD and PD sample.

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The Impact of Positive Mood on Learning

Cited by 56 publications

References 19 publications

Flow at Work: Evidence for an Upward Spiral of Personal and Organizational Resources*

Flow at Work: Evidence for an Upward Spiral of Personal and Organizational Resources*

University Students’ Emotion State and Academic Performance: New Insights of Managing Complex Cognitive

What good are positive emotions for treatment? Trait positive emotionality predicts response to Cognitive Behavioral Therapy for anxiety

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