ABSTRACT

Although the importance of emotions to self-regulation has been noted in the extant literature, little empirical research has examined how fluctuations across a range of emotions are related to performance. Accordingly, this laboratory study of 214 undergraduates (58% male) learning a complex videogame examined the dynamics of within-person emotion–performance relationships during skill acquisition and adaptation. We observed the direction of relationships was consistent with the valence of emotions at both the within- and between-person levels. In addition, we observed dynamic relationships and an interplay between valence and activation potential. Dynamic relationships were observed for negative but not positive emotions. Activation potential made a difference for positive but not negative emotions. Implications for emotion control strategies in complex task learning are discussed.

摘要

尽管在现有文献中已经提到了情绪对自我调节的重要性，但是很少有实证研究检查情绪范围内的波动如何与表现相关。因此，这项对214位大学生（58％的男性）学习复杂视频游戏的实验室研究考察了技能获取和适应过程中人与人之间情绪与绩效关系的动态变化。我们观察到人与人之间和人与人之间的关系方向与情绪的价态一致。此外，我们观察到了动力学关系以及化合价和激活电位之间的相互作用。动态关系被观察为消极但不是积极的情绪。激活潜力对积极但对消极的情绪没有影响。