Toward Predicting the Relationship between Mood and Activity: Accuracy and the Use of Individual Differences.

Autor/inn/en	Reilly, Nora P.; Morris, William N.
Titel	Toward Predicting the Relationship between Mood and Activity: Accuracy and the Use of Individual Differences.
Quelle	(1984), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Affective Behavior; College Students; Higher Education; Individual Differences; Locus of Control; Physical Activity Level; Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individueller Unterschied
Abstract	Several self-report studies of mood and activity have produced evidence of culturally biased theories which people share about the relationship between affect and behavior. In these studies, biased reporting may have been increased by taking mood and activity ratings concurrently rather than employing lagged independent ratings. To identify activities which are associated with mood, and to determine whether these associations are a function of private self-consciousness (PSC) and internality, 71 college students completed the Self Consciousness Scale, the Internal-External Scale, and 3 self-report mood and activity scales. The first self-report scale was completed before bed, the second scale the next morning, and the third scale before bed the following night. An analysis of the results showed that subjects who were highly aware of their internal states (as indicated by the Self-Consciousness Scale) and who possessed a strong internal locus of control were more likely to demonstrate relationships between self-reported mood and daily activities. Activities associated with mood were exercising, complaining, socializing, and studying. The findings suggest that a population of accurate reporters would be a prime target for the study of the self-regulation of mood. (Author/BL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC