Counterfactuals and motivation: Mood as input to affective enjoyment and preparation

Two studies demonstrated that moods, in interaction with motivational goals, can influence counterfactual thinking (mental simulations of ‘what might have been’). This was shown for performances on laboratory tasks (Study 1) and for real‐life course exams (Study 2). In Study 1, with enjoyment goals, participants in good moods generated the greatest number of downward (worse than actuality) counterfactuals; with performance goals, participants in bad moods generated the greatest number of upward (better than actuality) counterfactuals. Downward counterfactuals in good moods with enjoyment goals was reflected in concern with affective motives, positive moods and low preparation. Upward counterfactuals in bad moods with performance goals was reflected in concern with preparative motives, negative moods and high preparation. In Study 2, affective and preparative goals were manipulated directly, mirroring Study 1. After success, participants with affective goals generated the greatest number of downward counterfactuals, which was reflected in high enjoyment, positive moods and low preparation. After failure, participants with preparative goals generated the greatest number of upward counterfactuals, which was reflected in concern with performance, negative moods and high preparation. Discussion centres on implications for counterfactuals, self‐motives and mood‐as‐input research.