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Positive mood and math performance.

T Bryan1, J Bryan

  • 1College of Education, University of Illinois, Chicago 60680.

Journal of Learning Disabilities
|October 1, 1991
PubMed
Summary
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Inducing a positive mood significantly improved math performance and self-efficacy in students, including those with learning disabilities. This highlights the crucial role of positive affect in academic success.

Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Neuroscience of Learning

Background:

  • Students at risk for school failure and those with learning disabilities often face challenges with self-efficacy and academic performance.
  • The influence of emotional states on cognitive functions like learning and performance is an area of ongoing research.

Purpose of the Study:

  • To investigate the impact of positive mood induction on math self-efficacy and performance in at-risk and learning-disabled students.
  • To explore the relationship between positive affect and academic achievement in diverse student populations.

Main Methods:

  • Two studies were conducted with students in grades 3-5 and junior/high school. Participants were randomly assigned to a positive-mood induction or control group.
  • Students completed a math self-efficacy measure and a timed math problem-solving task.

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  • Analyses of covariance were used to compare performance between groups, controlling for prior math scores.

    • Main Results:

    • Students in the positive-mood condition accurately completed significantly more math problems than the control group in both studies.
    • In the older student sample, positive-mood induction led to greater self-efficacy for math compared to the control group.

    Conclusions:

    • Positive mood induction can enhance both the performance and self-efficacy of students, particularly those with learning challenges.
    • These findings suggest that emotional states play a significant role in the learning and academic performance of students with learning disabilities.
    • Further research is warranted to explore the broader implications of affect (positive and negative) on student learning and to develop targeted interventions.