Date of Award
Master of Arts (MA)
Dr. Lisa Scherer
The purpose of this study was to test the theoretical framework of Forgas’ (1995) Affect Infusion Model on the extent to which mood and type of accountability (no, process, and outcome) influenced information search strategies and judgment outcomes. Information boards (e.g. Billings & Scherer, 1991; Payne, 1976) were utilized to examine the amount of information searched and the performance ratings made of hypothetical teaching assistants. A 2 (mood) X 3 (accountability) between-factors design was used to examine the data. Seventy four undergraduate students were randomly assigned to one of six groups: positive mood/no-accountability, positive mood/ outcome accountability, positive mood/ process accountability, negative mood/ no- accountability, negative mood/outcome accountability, and negative mood/ process accountability. Participants in the outcome accountability condition, regardless of mood, were expected to utilize a motivated processing strategy; participants in the process accountability, regardless of mood, condition were expected to utilize a substantive processing strategy; participants in the no accountability condition, regardless of mood, were expected to utilize a heuristic processing strategy. Participants in the outcome accountability and process accountability conditions were expected to search significantly more information compared to participants in the no-accountability condition. However, for the process accountability and the no accountability conditions, participants in the positive mood condition were expected to rate teaching assistants more positively compared to participants in the negative mood condition, but for participants in the outcome accountability condition, no difference in performance ratings were expected. The results of the investigation do not support the predictions made.
Gerlt, Jason E., "The Effect of Evaluator's Mood and Type of Accountability on Performance Appraisal Evaluations: A Study of the Affect Infusion Model" (2007). Student Work. 1234.