Cognitive Biases in the Interpretation of Autonomic Arousal: A Test of the Construal Bias Hypothesis

Autor/inn/en	Ciani, Keith D.; Easter, Matthew A.; Summers, Jessica J.; Posada, Maria L.
Titel	Cognitive Biases in the Interpretation of Autonomic Arousal: A Test of the Construal Bias Hypothesis
Quelle	In: Contemporary Educational Psychology, 34 (2009) 1, S.9-17 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2008.04.001
Schlagwörter	Research Universities; Self Efficacy; Interpersonal Relationship; Epistemology; Higher Education; College Students; School Statistics; Tests; Data Interpretation; Arousal Patterns; Hypothesis Testing; Surveys + Suchen Sie Ihr Suchwort? Forschungseinrichtung; Self-efficacy; Selbstwirksamkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Erkenntnistheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Examination; Prüfung; Examen; Data evaluation; Datenauswertung; Hypothesenprüfung; Hypothesentest; Survey; Umfrage; Befragung
Abstract	According to Bandura's construal bias hypothesis, derived from social cognitive theory, persons with the same heightened state of autonomic arousal may experience either pleasant or deleterious emotions depending on the strength of perceived self-efficacy. The current study tested this hypothesis by proposing that college students' preexisting efficacy beliefs may affect how physiological arousal during exams is construed as a valence of positive emotion. Survey data were collected from 172 students in a statistics course at a large research university in the Midwest. Students provided self-reported intensity of autonomic arousal during previous exams, statistics self-efficacy, and positive affect toward a proximal final exam. The construal bias hypothesis was supported by a significant interaction between autonomic arousal and self-efficacy on the dependent variable positive affect. Results revealed that as autonomic arousal increased, so did the moderating effect of self-efficacy. Specifically, as physiological arousal intensified, students with high or low self-efficacy reported divergent levels of positive emotion. Implications for theory, research, and practice are discussed. (Contains 1 figure and 2 tables.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10