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Journal of Learning Disabilities
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Goal Priming and the Emotional Experience of Students With and Without Attention Problems

An Application of the Emotional Stroop Task

Georgios Sideridis

University of Crete

Maarten Vansteenkiste

University of Ghent

Maria Shiakalli

University of Crete

Maria Georgiou

University of Crete

Ioanna Irakleous

University of Crete

Ioanna Tsigourla

University of Crete

Eirini Fragioudaki

University of Crete

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.

Key Words: goal orientations • performance-normative goals • emotional Stroop • attention problems • ADHD • cognitive interference • informational biases

Journal of Learning Disabilities, Vol. 42, No. 2, 177-189 (2009)
DOI: 10.1177/0022219408331034
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