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,...
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| Veröffentlicht in: | British journal of social psychology 2001-06, Vol.40 (2), p.235-256 |
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| creator | Sanna, Lawrence J. Meier, Susanne Wegner, Eric A. |
| description | 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. |
| doi_str_mv | 10.1348/014466601164830 |
| format | Article |
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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.</description><identifier>ISSN: 0144-6665</identifier><identifier>EISSN: 2044-8309</identifier><identifier>DOI: 10.1348/014466601164830</identifier><identifier>PMID: 11446229</identifier><identifier>CODEN: BJSPDA</identifier><language>eng</language><publisher>Oxford, UK: Blackwell Publishing Ltd</publisher><subject>Adult ; Affect ; Affective experiences ; Aptitude Tests ; Biological and medical sciences ; Counterfactual thinking ; Emotions ; Female ; Fundamental and applied biological sciences. Psychology ; Goals ; Humans ; Male ; Mood ; Motivation ; Perception ; Personality ; Personality. Affectivity ; Preparedness ; Psychology ; Psychology. Psychoanalysis. Psychiatry ; Psychology. 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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.</description><subject>Adult</subject><subject>Affect</subject><subject>Affective experiences</subject><subject>Aptitude Tests</subject><subject>Biological and medical sciences</subject><subject>Counterfactual thinking</subject><subject>Emotions</subject><subject>Female</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Goals</subject><subject>Humans</subject><subject>Male</subject><subject>Mood</subject><subject>Motivation</subject><subject>Perception</subject><subject>Personality</subject><subject>Personality. Affectivity</subject><subject>Preparedness</subject><subject>Psychology</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Social attribution, perception and cognition</subject><subject>Social psychology</subject><subject>Thinking</subject><issn>0144-6665</issn><issn>2044-8309</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2001</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>BHHNA</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNqFkU1v1DAURS0EokNhzQ5FqOou1J-xzY6O2gHU0kWLkNhYjudZypDEwU6A-fc4nRFU3czKlt4599m6CL0m-B1hXJ1hwnlVVZiQiiuGn6AFxZyX-aqfosU8LfNYHKEXKW0wJoxh-RwdkVmjVC_Q3TJM_QjRWzdOtk2F7ddFF8bmlx2b0L8vrkNYFzYVTT9MYzGGwnoPLs-hgH4Tth304700RBhsvLdeomc-Z8Gr_XmMvl5e3C0_llc3q0_LD1el45rRkgrlSF5sa4y9Ak0FMJ0f6anAFdQA3lMrlIIa-7Vw2DvsqGWccymZqBU7Rqe73CGGnxOk0XRNctC2tocwJSOx1kxKcRAUUmFZ6cMgU1RIXeEMvn0EbsIU-_xbQ4mmRGBJM3S2g1wMKUXwZohNZ-PWEGzm_syj_rLxZh871R2s__P7wjJwsgdscrb10fauSQ9yGdVk3sx22O-mhe2hteb88-2Nmq1yZzVphD__LBt_mEoyKcy3Lyuz1JeEreR3c8v-Ao7Bvs0</recordid><startdate>200106</startdate><enddate>200106</enddate><creator>Sanna, Lawrence J.</creator><creator>Meier, Susanne</creator><creator>Wegner, Eric A.</creator><general>Blackwell Publishing Ltd</general><general>British Psychological Society</general><scope>BSCLL</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7QJ</scope><scope>7RV</scope><scope>7U4</scope><scope>7X7</scope><scope>7XB</scope><scope>88E</scope><scope>88G</scope><scope>88I</scope><scope>8AF</scope><scope>8AO</scope><scope>8BJ</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AN0</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>BHHNA</scope><scope>CCPQU</scope><scope>DWI</scope><scope>DWQXO</scope><scope>FQK</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>HCIFZ</scope><scope>HEHIP</scope><scope>JBE</scope><scope>K9.</scope><scope>M0S</scope><scope>M1P</scope><scope>M2M</scope><scope>M2P</scope><scope>M2S</scope><scope>NAPCQ</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>S0X</scope><scope>WZK</scope><scope>7X8</scope></search><sort><creationdate>200106</creationdate><title>Counterfactuals and motivation: Mood as input to affective enjoyment and preparation</title><author>Sanna, Lawrence J. ; Meier, Susanne ; Wegner, Eric A.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4932-258c1facab00f8e925e39001f2506ebeeff2a588eb0fd5c0fc0c2a34447735b83</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2001</creationdate><topic>Adult</topic><topic>Affect</topic><topic>Affective experiences</topic><topic>Aptitude Tests</topic><topic>Biological and medical sciences</topic><topic>Counterfactual thinking</topic><topic>Emotions</topic><topic>Female</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Goals</topic><topic>Humans</topic><topic>Male</topic><topic>Mood</topic><topic>Motivation</topic><topic>Perception</topic><topic>Personality</topic><topic>Personality. Affectivity</topic><topic>Preparedness</topic><topic>Psychology</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Social attribution, perception and cognition</topic><topic>Social psychology</topic><topic>Thinking</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Sanna, Lawrence J.</creatorcontrib><creatorcontrib>Meier, Susanne</creatorcontrib><creatorcontrib>Wegner, Eric A.</creatorcontrib><collection>Istex</collection><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Nursing & Allied Health Database</collection><collection>Sociological Abstracts (pre-2017)</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Science Database (Alumni Edition)</collection><collection>STEM Database</collection><collection>ProQuest Pharma Collection</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>British Nursing Database</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>Sociological Abstracts</collection><collection>ProQuest One Community College</collection><collection>Sociological Abstracts</collection><collection>ProQuest Central Korea</collection><collection>International Bibliography of the Social Sciences</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>SciTech Premium Collection</collection><collection>Sociology Collection</collection><collection>International Bibliography of the Social Sciences</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>ProQuest Psychology</collection><collection>Science Database</collection><collection>Sociology Database</collection><collection>Nursing & Allied Health Premium</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><collection>Sociological Abstracts (Ovid)</collection><collection>MEDLINE - Academic</collection><jtitle>British journal of social psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Sanna, Lawrence J.</au><au>Meier, Susanne</au><au>Wegner, Eric A.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Counterfactuals and motivation: Mood as input to affective enjoyment and preparation</atitle><jtitle>British journal of social psychology</jtitle><addtitle>Br J Soc Psychol</addtitle><date>2001-06</date><risdate>2001</risdate><volume>40</volume><issue>2</issue><spage>235</spage><epage>256</epage><pages>235-256</pages><issn>0144-6665</issn><eissn>2044-8309</eissn><coden>BJSPDA</coden><abstract>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.</abstract><cop>Oxford, UK</cop><pub>Blackwell Publishing Ltd</pub><pmid>11446229</pmid><doi>10.1348/014466601164830</doi><tpages>22</tpages></addata></record> |
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| subjects | Adult Affect Affective experiences Aptitude Tests Biological and medical sciences Counterfactual thinking Emotions Female Fundamental and applied biological sciences. Psychology Goals Humans Male Mood Motivation Perception Personality Personality. Affectivity Preparedness Psychology Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Social attribution, perception and cognition Social psychology Thinking |
| title | Counterfactuals and motivation: Mood as input to affective enjoyment and preparation |
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