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.