Thinking Under Pressure: Does Mindset and Mood affect Cognitive Performance?
Faculty Mentor
Virginia Wickline
Location
Savannah Ballroom
Type of Research
On-going
Session Format
Poster Presentation
College
College of Behavioral & Social Sciences
Department
Psychology
Abstract
Cognitive performance, particularly on tasks requiring creative problem-solving, can be influenced by both individual and situational factors. Prior research highlights intrinsic beliefs about intelligence and external factors such as mood states as determinants of problem-solving outcomes (Baumeister & Vohs, 2016; Okon-Singer et al., 2015). The present study utilizes a 2 x 3 between-subjects experimental design to examine how mindset (growth vs. fixed) and temporary mood state (positive, neutral, negative) interact to shape performance on a creative problem-solving task. Mindset is assessed using the Implicit Theories of Intelligence Scale (ITIS; Dweck, 1999), cognitive performance is measured using a shortened version of the Compound Remote Associate Test (CRAT; Bowden & Beeman), and mood is measured using the Positive and Negative Affect Schedule (PANAS; Watson et al., 1988). Prior studies show that video-based mood inductions are effective in influencing affective states, therefore brief video clips will similarly be used for mood induction (e.g., Gross & Levenson, 1995; Matovic et al., 2025; Westermann et al., 1996). It is hypothesized that individuals with a growth mindset in the positive mood condition will outperform participants in other conditions. Data collection and analysis is ongoing, and will be complete by April 1, 2026. Findings aim to understand how intrinsic beliefs and emotional contexts influence resilience and motivation under challenge
Program Description
.
Start Date
4-21-2026 1:30 PM
End Date
4-21-2026 3:30 PM
Recommended Citation
Kplivi, Pamela; Nowicki, Hannah R.; Carmichael, Emmy; Guri, Charlie; Blanda, Abigail; Sookkasem, Brandon; Alexander, Shayne; Williams, Hope; Tossah, Gabriella; Patel, Meeraben; Woodcock, Michael Leonard; and Wickline, Virginia, "Thinking Under Pressure: Does Mindset and Mood affect Cognitive Performance?" (2026). GS4 Student Scholars Symposium. 82.
https://digitalcommons.georgiasouthern.edu/research_symposium/2026A/2026A/82
Thinking Under Pressure: Does Mindset and Mood affect Cognitive Performance?
Savannah Ballroom
Cognitive performance, particularly on tasks requiring creative problem-solving, can be influenced by both individual and situational factors. Prior research highlights intrinsic beliefs about intelligence and external factors such as mood states as determinants of problem-solving outcomes (Baumeister & Vohs, 2016; Okon-Singer et al., 2015). The present study utilizes a 2 x 3 between-subjects experimental design to examine how mindset (growth vs. fixed) and temporary mood state (positive, neutral, negative) interact to shape performance on a creative problem-solving task. Mindset is assessed using the Implicit Theories of Intelligence Scale (ITIS; Dweck, 1999), cognitive performance is measured using a shortened version of the Compound Remote Associate Test (CRAT; Bowden & Beeman), and mood is measured using the Positive and Negative Affect Schedule (PANAS; Watson et al., 1988). Prior studies show that video-based mood inductions are effective in influencing affective states, therefore brief video clips will similarly be used for mood induction (e.g., Gross & Levenson, 1995; Matovic et al., 2025; Westermann et al., 1996). It is hypothesized that individuals with a growth mindset in the positive mood condition will outperform participants in other conditions. Data collection and analysis is ongoing, and will be complete by April 1, 2026. Findings aim to understand how intrinsic beliefs and emotional contexts influence resilience and motivation under challenge
