Effects of induction of positive and negative emotional states on academic self-efficacy beliefs in college students

Abstract

a b s t r a c tStudies have examined the relationship between positive and negative emotions with self-efficacy, but we consider that some theoretical and methodological aspects are missing. In this study, the difficulties in participants' emotional regulation were included as a co-variable. We analyzed factors undergoing the absence of affective congruity. An experimental design taking the type of induced emotions (positive vs. negative) as independent variable was carried out. The manipulation of this variable was effected with the combined exhibition of movie/music. The results suggest that the induction of positive and negative mood states increases and decreases respectively, the levels of self-efficacy. This was only observed in participants in a condition of intense or raised mood and in atypical or slightly accurate items of character. We concluded that the induction of positive and negative mood states increases and decreases respectively the levels of academic self-efficacy in college students and that the difficulty in the emotional regulation modulates the effect of inductions of mood states. Palabras clave:Emoción Autoeficacia Regulación emocional r e s u m e n Numerosos estudios han examinado la relación entre emociones positivas y negativas y autoeficacia, aunque consideramos que algunos aspectos teóricos y metodológicos no son contemplados. En este estudio se icluyen como covariables las dificultades en la regulación emocional de los participantes. Así, analizamos algunos factores que pueden producir la ausencia de congruencia afectiva. Se llevó a cabo un diseño experimental que considera como una variable independiente el tipo de emoción inducida (positiva vs negativa). La manipulación de esta variable se efectuó a través de la exposición combinada de película/música. Los resultados sugieren que la inducción de estados de ánimo positivos y negativos aumentan y disminuyen, respectivamente, los niveles de autoeficacia. Esto solo fue observado en participantes que demostraron una condición de ánimo intenso o aumentado y en aquellos ítems atípicos o poco seguros. Concluimos que la inducción de estados de ánimo positivos y negativos aumenta y disminuye, respectivamente, los niveles de autoeficacia académica en estudiantes universitarios. La dificultad en la regulación emocional modula el efecto de la inducción del estado de ánimo.There is evidence about the consequences of affects on cognition, and diverse theories, with a degree of complementarity, have developed in order to explain the relation between affects and cognition (Forgas, 2001). One of these pieces of evidence is the Informational Affect Theory (e.g., Affect Infusion Model; http://dx.

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