2005
DOI: 10.1016/j.paid.2004.12.015
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Mood, self-set goals and examination performance: the moderating effect of depressed mood

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citations
Cited by 69 publications
(47 citation statements)
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References 28 publications
(29 reference statements)
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“…Objectively, the Brazilian champion, compared to the others, showed lower levels of depression and fatigue and higher vigor. A similar profile of moods was perceived in different competitions among the champions, with similar characteristics to the profile proposed by Morgan, Oconnor, Ellickson, & Bradley (1988), thus agreeing with the literature regarding mood profiles related to better performance in sports (Lane, Terry, Beedie, Curry, & Clark, 2001;Lane et al, 2005;Micklewright et al, 2005;Thelwell et al, 2007).…”
Section: Discussionsupporting
confidence: 87%
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“…Objectively, the Brazilian champion, compared to the others, showed lower levels of depression and fatigue and higher vigor. A similar profile of moods was perceived in different competitions among the champions, with similar characteristics to the profile proposed by Morgan, Oconnor, Ellickson, & Bradley (1988), thus agreeing with the literature regarding mood profiles related to better performance in sports (Lane, Terry, Beedie, Curry, & Clark, 2001;Lane et al, 2005;Micklewright et al, 2005;Thelwell et al, 2007).…”
Section: Discussionsupporting
confidence: 87%
“…Although those identified correlations are not as strong as in other research in which similar analyses were performed, low values of mood states with other variables were also identified (Lane et al, 2001;Lane et al, 2005;Zandi & Rad, 2013). These rates are expected, because the psychological variables involve a series of intervening variables which interact as much with mood as with performance.…”
Section: Discussioncontrasting
confidence: 52%
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“…Accordingly, sample correlations for test anxiety and students' academic performance can vary from negative to positive [Hembree, 1988]. Similarly, the effects of anger and shame proved to be ambiguous [Lane, Whyte, Terry, & Nevill, 2005;Turner & Schallert, 2001]. In contrast, the linkages of boredom and hopelessness with academic performance proved to be uniformly negative, in line with expectations [Pekrun et al, 2002].…”
Section: From Emotions To Performance: Cognitive and Motivational Mecmentioning
confidence: 81%
“…A preocupação nesse estudo visou ao alto rendimento e ao fator tempo de experiência, como variáveis distintas. Estudos apontam que a iniciação em alto rendimento precocemente pode acarretar, entre vários problemas, devido à atividade física intensa a qual se submetem, esgotamento físico, mental e psicológico, interferindo diretamente no desempenho esportivo, principalmente em esportes individuais [24][25][26][27] . Em relação ao objetivo do estudo, quanto a aplicabilidade do instrumento BRUMS, diante da especificidade de fenômenos psicológicos diretamente influenciando a performance de atletas de alto--rendimento, é relevante o estudo para instrumentalizar profissionais de psicologia do esporte.…”
Section: Discussionunclassified