Andrew M. Lane

Bio: Andrew M. Lane is an academic researcher from University of Wolverhampton. The author has contributed to research in topics: Mood & Athletes. The author has an hindex of 48, co-authored 199 publications receiving 8414 citations. Previous affiliations of Andrew M. Lane include Brunel University London.

Distinctions between emotion and mood

Abstract: Most academics agree that emotions and moods are related but distinct phenomena. The present study assessed emotion-mood distinctions among a non-academic population and compared these views with distinctions proposed in the literature. Content analysis of responses from 106 participants identified 16 themes, with cause (65% of respondents), duration (40%), control (25%), experience (15%), and consequences (14%) the most frequently cited distinctions. Among 65 contributions to the academic literature, eight themes were proposed, with duration (62% of authors), intentionality (41%), cause (31%), consequences (31%), and function (18%) the most frequently cited. When the eight themes cited by both academics and non-academics were rank ordered, approximately 60% overlap in opinion was evident. A data-derived summary of emotion-mood distinctions is provided. These data should prove useful to investigators interested in developing a clearer scientific distinction between emotion and mood than is currently available.

Development and validation of a mood measure for adolescents.

Abstract: The aim of this study was to develop and validate a shortened version of the Profile of Mood States suitable for use with adolescents. The Profile of Mood States-Adolescents (POMS-A) was administered to 1693 participants from two populations: school children and young athletes. Confirmatory factor analysis supported the factorial validity of a 24-item six-factor model using both independent and multi-sample analyses. Correlations of POMS-A scores with previously validated inventories, which were consistent with theoretical predictions, provided evidence of criterion validity. It is proposed that the POMS-A is a valid instrument for the assessment of mood in adolescents.

Self-Efficacy, Self-Esteem and Their Impact on Academic Performance

Abstract: This study investigated relationships between self-efficacy, self-esteem, previous performance accomplishments, and academic performance among a sample of 205 postgraduate students. Participants completed measures of past performance accomplishments, self-esteem, and self-efficacy at the start of a 15-week course. Each student's average grade from modules studied was used as the performance measure. Correlation results indicated significant relationships between self-efficacy and self-esteem. Multiple regression results indicated that self-efficacy mediated the relationship between performance accomplishments and academic performance. Findings lend support to the predictive effectiveness of self-efficacy measures in academic settings.

The profile of mood states and athletic performance: Two meta-analyses

Abstract: The present study comprised two meta-analyses of published studies that used the Profile of Mood States (POMS) to investigate relationships between mood and athletic achievement (n = 13) and between mood and performance outcome (n = 16). Results showed that effect sizes (ESs) for the level of achievement metaanalysis were minimal (Weighted Mean ES = .10, SD = .07), a finding consistent with a previous meta-analysis by Rowley, Landers, Kyllo, and Etnier (1995). Larger effects were found for the performance outcome meta-analysis (Weighted Mean ES = .31, SD = .12). Effects were moderate for vigor, confusion, and depression, small for anger and tension, and very small for fatigue. All effects were in the direction predicted by Morgan's (1985) Mental Health Model. Effects were larger in sports of short duration, in sports involving open skills, and where performance was judged using self-referenced criteria. Findings suggest that the POMS has utility in the prediction of performance outcome but not in...

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Psychological correlates of university students' academic performance: a systematic review and meta-analysis

Abstract: A review of 13 years of research into antecedents of university students' grade point average (GPA) scores generated the following: a comprehensive, conceptual map of known correlates of tertiary GPA; assessment of the magnitude of average, weighted correlations with GPA; and tests of multivariate models of GPA correlates within and across research domains. A systematic search of PsycINFO and Web of Knowledge databases between 1997 and 2010 identified 7,167 English-language articles yielding 241 data sets, which reported on 50 conceptually distinct correlates of GPA, including 3 demographic factors and 5 traditional measures of cognitive capacity or prior academic performance. In addition, 42 non-intellective constructs were identified from 5 conceptually overlapping but distinct research domains: (a) personality traits, (b) motivational factors, (c) self-regulatory learning strategies, (d) students' approaches to learning, and (e) psychosocial contextual influences. We retrieved 1,105 independent correlations and analyzed data using hypothesis-driven, random-effects meta-analyses. Significant average, weighted correlations were found for 41 of 50 measures. Univariate analyses revealed that demographic and psychosocial contextual factors generated, at best, small correlations with GPA. Medium-sized correlations were observed for high school GPA, SAT, ACT, and A level scores. Three non-intellective constructs also showed medium-sized correlations with GPA: academic self-efficacy, grade goal, and effort regulation. A large correlation was observed for performance self-efficacy, which was the strongest correlate (of 50 measures) followed by high school GPA, ACT, and grade goal. Implications for future research, student assessment, and intervention design are discussed.