Influence of Mood on Problem-Solving Ability

Moods have an effect on how individuals focus, process, store and retrieve information (Cocorada, 2016; Dardenne, Dumont, Grégoire & Sarlet, 2011). Basically, moods significantly influence crucial mind processes and their outcomes. Cocoradă (2016) found that mood influences the way students attend class, study or write tests and examinations. These elements have a direct correlation with to individual’s problem-solving abilities in school and in places of work. 

Defining Mood and Problem Solving 

Scholars and students often use mood and emotions interchangeably as evidenced by the study on the influence of emotions in the performance of university students (Cocoradă, 2016). Mood is a response prompted by certain events, occurrences, and actions. Implying that moods are subject to occurrences in the individual's surroundings. Alternatively, mood can refer to an emotional state that is not permanent. Beedie, Terry & Lane (2005) partially disagreed with the interchangeable use of mood and emotion by arguing that clarity of concepts in the guiding framework of scientific assertions hence mood and emotions should be used separately to avoid confusion. Furthermore, mood and emotion should be used distinctively to ease therapeutic processes. The mood is significant in influencing the way individuals process activities and make decisions about occurrences and situations (Dardenne, Dumont, Grégoire & Sarlet, 2011). Moreover, mood affects the way an individual undertake the problem-solving process (Oster & Pope, 1982). Individuals face various challenges on a daily basis and have to create methods of solving these problems (Anderson, Goddard & Powell, 2009). The behavioral and cognitive process, therefore, developed to help the individual overcome the challenges experienced. 

Types of Moods 

Taxonomical classification of moods is preferable in districting various types of moods. Moods can either be positive or negative depending on their effects on the thought process of the individual (Grawitch, Munz, Elliott & Mathis, 2003). Positive moods manifest through feelings of happiness and an activated sense of pleasant deeds and behavior while negative moods are characterized by a reduced sense of pleasantries and a general feeling of being low (Grawitch, Munz, Elliott & Mathis, 2003). This assertion was reiterated by Dardenne, Dumont, Grégoire & Sarlet (2011) who posited that the existence of positive mood heightens the sense of response to certain information while negative moods slow down the response process. For instance, a person in a positive mood may deem various situations or occurrences as harmless hence fail to take precautionary measures. Conversely, negative mood results in precautionary action due to the notion that a situation poses a significant danger (Dardenne, Dumont, Grégoire & Sarlet, 2011). Precautions are meant to avoid repercussions associated with the prevailing of the future situation. 

Impact of Mood on Performance, Resource Allocation, Cognitive Abilities, and Information Processing 

The cue utilization theory put forward by Easterbrook serves to explain the influence of mood on the performance of the individual (Biss, Hasher & Thomas, 2010). Ideally, emotion reduces the utilization of cues within an individual’s environment. In some situation, the reduced utilization of environmental cues is advantageous although in most cases it works to inhibit performance. When put into perspective, the environment that an individual exists in presents various cues at different times. At the height of emotions, a person will tend to utilize fewer cues. The result of such a situation in poor performance of tasks (Biss, Hasher & Thomas, 2010). The situation is easily observable mainly in sports as athletes with high emotions tend to perform more poorly as compared to their counterparts with greater control of their emotions. 

With regard to resource allocation, studies show that the process of allocating resources in the brain follows an emotional pattern where the amount of resources allocated varies according to the prevailing moods of the individual (Biss, Hasher & Thomas, 2010; Putwain, Sander & Larkin, 2013). Evidence points to less resource allocation in situations of greater emotional arousal. Implying that emotional arousal results in less resource consumption in the process of completion of tasks (Putwain, Sander & Larkin, 2013). Fewer resources consumed translates to a reduced ability in perfecting the outcome of the process. Abele-Brehm (1992) posited that mood is linked to the cognitive functioning of an individual. In more precise terms, an emotionally aroused person displays a reduced ability to make comparisons between information stored information and the situation that is occurring in real-time for purposes of making informed decisions (Abele-Brehm, 1992). As such, a reduced level of comparison of information almost certainly limits the accuracy of the outcome and consequently undermines performance. Comparatively, positive mood causes greater brain activation and better performance while negative mood adversely affects performance (Abele-Brehm, 1992). Hence, mood greatly influences the performance. 

Influence of Positive Mood on Learning Outcome, Persuasion, and Problem-Solving Abilities 

Putwain, Sander & Larkin (2013) established that pleasant emotions in students resulted in academic success. A related study on the influence of emotions emanating from activities associated with learning found that prevailing emotions have a significant impact on the performance of students (Cocorada, 2016). More specifically, emotions of anxiety, boredom, enjoyment, and hopelessness were found to have the greatest impact on student outcomes (Cocorada, 2016). A comparison between various disciplined revealed that students taking science-related course often reported negative mood while those in humanity course were generally happier (Cocorada, 2016). The researcher related these findings to the challenges that the students encountered in their daily learning activities where students taking science courses did not enjoy better communication with their teacher and had difficulty addressing the emotional aspects of their studies. Students in humanity course, on the other hand, have an easier time conceptualizing aspects of their fields and engage in communication more often hence the observed positive moods. Comparatively, students in science fields encounter more complicated concepts coupled with tighter schedules that result in greater emotional stress. 

Moods affect attitude change and persuasion in individuals (Bless, Bohner, Schwarz & Strack, 1990). Psychologists have for centuries understood that the ability to successfully persuade an individual is affected by the recipient’s motivation as well as their cognitive abilities. Motivation plays a significant role in the persuasion process since a motivated individual is better placed to decode the intended message. Alternatively, a peripheral method can be utilized in situations where the motivation is low and standard techniques are likely to fail. Bless, Bohner, Schwarz & Strack (1990) utilized this approach by selecting individual student and allocating them negative and positive moods. They then placed emphasis on content and language and studied how mood affected the ability to persuade individuals. They found that both strong and weak arguments capably persuaded individuals with negative moods. 

When a proposed fee increment was presented to students with negative moods using strong argument techniques, the students tended to approve the proposal. Students with positive mood displayed an equal amount of persuasion when both strong and weak arguments were presented (Bless, Bohner, Schwarz & Strack, 1990). Implying that attitude change in individuals with negative attitudes is possible with strong arguments similar results cannot be expected in individuals with good mood. Individuals with good moods tend to evaluate possibilities before arriving at a decision on their attitudes. 

Creative thinking is linked to the ability of an individual to utilize positive thinking capabilities to create ideas and place them in practice (Grawitch, Munz, Elliott & Mathis, 2003). Creativity facilitates the process of coming up with innovative ideas that address situations according to current needs. Innovative and productive ideas are suited for problem-solving situations through the provision of solutions that are suited for the occasion. Anderson, Goddard & Powell (2009) initiated research to investigate the impact of mood on the ability of college student to solve problems. The investigation involved three groups of students who categorized as depressed and anxious, non-depressed/ non-anxious and anxious. The groups enabled the researcher to track the problem-solving abilities in relation to their mood. The students provided information on the problems that they encountered regularly and their approach to solving these problems. Depressed and anxious students displayed a negative attitude toward problem-solving processes (Anderson, Goddard & Powell, 2009). Stowell, Tumminaro & Attarwala (2008) found that anxiety before tests interferes with coping mechanisms hence affecting the students’ performance. These two studies highlight the impact that mood has on the ability of students to deal with situations that demand innovativeness and problem-solving skills. 

The impact of mood on innovativeness and problem-solving abilities can be explained through the concepts of expansion and contraction in psychology (Uddenberg & Shim, 2015). Ideally, a negative mood narrows down the ability of an individual to maintain attention and therefore engage in constructive thinking processes. Negative moods characteristically capture the attention of the individual therefore according to little space for peripheral thinking which is responsible for innovation and problem-solving. Positive mood, on the other hand, increases the attention scope of the person hence allowing the individual to engage in peripheral thinking. Additional. Positive moods increase the ability to eliminate distractions and focus on particular tasks. Undistracted attention increases the ability to attain a possible solution and select the most viable solutions. Consequently, positive moods in individuals increase the chances of development of innovative solutions when compared to negative or neutral moods. 

Justification for the Study 

Investigations on the effect of mood on individuals mainly major on the role of positive moods in increasing performance (Grawitch, Munz, Elliott & Mathis, 2003; Ghassabian et al. 2014). These studies fail to effectively link positive mood with thinking patterns that enhance problem-solving abilities. The ability of individuals to come up with innovative ideas is not entirely linked to mood but positive and negative emotions play a significant role in facilitating creative thinking (Grawitch, Munz, Elliott & Mathis, 2003). In a study by Grawitch, Munz, Elliott & Mathis (2003), manipulation of autonomy revealed that high levels of autonomy can positively influence contentment. Surprisingly, groups with low levels of autonomy provided more novel ideas that groups that were accorded greater autonomy. Positive correlations between autonomy and satisfaction do not necessarily imply that individuals within the group will be creative. 

Problem Statement 

Current situations and demand necessitate high abilities to solve problems as they emerge. Problem-solving skills enable individuals to either stay ahead of competitors or exist comfortably. Baker (2006) echoes these sentiments through his assertion that problem-solving skills are indispensable in the medical field. Problematic situation is likely to emerge unexpectedly, therefore individuals with problem-solving capabilities easily identify these situations and avoid them. Additionally, children with reduced levels of positive moods in their early years have difficulties internalizing problems in their later years (Ghassabian et al. 2014). Implying that positive mood is not only crucial in adult years but also affects a child’s development. Contextual and personal level factors affect problem-solving abilities hence this study purposes to illustrate how positive mood affects performance and creativity in problem-solving. 

Research Objectives and Hypothesis 

The gist of this research is to examine the correlation between [positive effect and positive problem-solving aptitudes among university students. Several types of moods, both positive and negative, exist among university students. The second hypothesis is that positive effect is associated with better performance and positive problem-solving skills. The data collected will be analyzed statistically to test these hypotheses. 

Method 

A total of 60 undergraduate students from Lamar University will take part in this study. Randomized sampling will be applied to ensure the authenticity of data. The participants will be 18 years and above, having normal or corrected vision. Only participants with a score above C in the introduction to psychology course will be selected for the study. This precaution will ensure that participants have the requisite abilities to correctly use the tools for the study. 

Materials 

A questionnaire for the study will be prepared including structure and structured questions according to the type of data required. The demographic information of the participants will be captured in the question for purposes of comparing demographic characteristics and the responses. The Positive and Negative Affect Schedule (PANAS) will be administer4d to measure the mood of participants. The PANAS consists of two mood scales with each measuring either positive or negative effect (Crawford & Henry, 2004). Selection of PANAS for this study was informed by the ability of the schedule to relate negative and positive effects to personality traits. Five statistical problems encountered in the introduction to psychology course will be used to test the ability of the participants to solve problems. The materials described in this section are fully accessible in the appendix. 

Procedure 

Participants will provide informed consent to take part in this research. an informed consent script (Appendix A) will be read to the participants before they make their decision on participation. A questionnaire (Appendix B) will capture the demographic data before participants complete the PANAS. Random division of participants into groups of twenty each will them be done before the first group takes the aforementioned tests to test problem-solving abilities. The second group will then be issued gifts to create a jolly mood before they take the tests. The third group will watch a movie clip on child abuse and neglect to evoke a feeling of pity before they take the tests (https://www.youtube.com/watch?v=SF5lDRUtX58). 

Analysis 

This study consists of three treatment: normal, positive and negative states with no controls. The independent variable is the mood of the participants. The first group is the normal treatment since the participants are not subject to any form of events that might affect their attitudes. The second group that was issued with gifts represent the positive state while the last group that watched the clip represents the negative state group. Scores in the tests taken are the dependent variable. A t-test will then be performed on the data to determine the effect of mood on the dependent variable. The 20-item test on the PANAS using a 5-point scale ranging from 1 (slightly) to 5(extremely) will apply. 

Limitations 

One of the limitations of this study is that it focuses only on students that have a grade of “C” or better in the introduction to statistics case. Implying that the results may fail to be generalizable for students within the age group. Additionally, the self-reporting strategy adapted for this study may introduce errors in moods due to the possibility of the untruthfulness of the participants. 

References  

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https://www.youtube.com/watch?v=SF5lDRUtX58 

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