EXAMINATION-RELATED FEEDBACK, MOOD, AND HELPING - A CORRELATIONAL STUDY

The association of mood with helping was examined. College students (N = 62) self-reported mood before and after receiving feedback (numeric al score and letter grade) on an examination administered during the p revious class session. Helping measures included the number of session s in which they were willing to serve and the number of names in a lis t of 120 checked for spelling. Analysis indicated that examination sco res were negatively correlated with negative affect (r = -.69) and pos itively correlated with positive affect (r = .51); however, there was no statistically significant relationship between mood and helping.