This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Bryan, T. Articles by Bryan, J. Search for Related Content PubMed PubMed Citation Articles by Bryan, T. Articles by Bryan, J. Social Bookmarking                         What's this?

Positive Mood and Math Performance

Tarns Bryan received her PhD in communication disorders in 1970 from Northwestern University, Evanston, Illinois. She is professor of education at the University of Illinois at Chicago. Her research interests include social factors in learning disabilities, most recently, the effect of attribution training on self-efficacy in students with learning disabilities. Address: Tanis Bryan, College of Education (m/c 147), University of Illinok at Chicago, Box 4348, Chicago, IL 60680.

James Bryan

James Bryan is a professor of psychology at Northwestern University. He received his PhD from Pennsylvania State University and is involved in research on self-efficacy and attributions of students with learning disabilities.

Two studies are reported that assessed the impact of positive moods on students' feelings of self-efficacy and math performance. In the first study, 32 black and Hispanic girls and boys in the third to fifth grades, who had been identified by teachers as at risk for school failure, and a control sample of normally achieving classmates served as subjects. In the second study, 15 males and 3 females in junior high and high school attending a private school for students with learning disabilities served as subjects. In both studies, students were randomly assigned to a positive-mood induction condition or a no-treatment control condition. Following this, they completed a measure of self-efficacy for math and were then given 5 minutes to do 50 math problems. In both studies, analyses of covariance using standardized math scores as the adjustor variable found that children in the positive-mood condition completed significantly more problems accurately than children in the no-treatment control condition. In addition, in the junior high and high school sample, students in the positive-mood induction condition expressed greater self-efficacy for math than students in the control condition. The results of these two studies raise many questions about the role of affect, positive and negative, in the learning and performance of students with learning disabilities that researchers and teachers might explore.

Journal of Learning Disabilities, Vol. 24, No. 8, 490-494 (1991)
DOI: 10.1177/002221949102400808


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				J. M. Cole and A. W. Boykin Examining Culturally Structured Learning Environments With Different Types of Music-Linked Movement Opportunity Journal of Black Psychology, August 1, 2008; 34(3): 331 - 355. [Abstract] [PDF]

				S. Park, G. H. S. Singer, and M. Gibson The Functional Effect of Teacher Positive and Neutral Affect on Task Performance of Students With Significant Disabilities Journal of Positive Behavior Interventions, October 1, 2005; 7(4): 237 - 246. [Abstract] [PDF]

				T. Bryan, K. Sullivan-Burstein, and S. Mathur The Influence of Affect on Social-Information Processing J Learn Disabil, September 1, 1998; 31(5): 418 - 426. [Abstract] [PDF]

				D. Yasutake and T. Bryan The Influence of Affect on the Achievement and Behavior of Students with Learning Disabilities J Learn Disabil, June 1, 1995; 28(6): 329 - 334. [Abstract] [PDF]