The Influence of the Weather on Affective Experience

This study examined the relationship between affective experiences and weather variables using an experience-sampling method. The moderating effects of personality and age on the relationship were also investigated. Two age groups of participants (students and elderly people) recorded their moods when signalled during 14 consecutive days on 7 randomly determined occasions per day. Hourly weather data (temperature, relative humidity, barometric pressure, and luminance) for the same period were obtained from the local weather station. Previously participants had completed the Estonian versions of the Revised NEO Personality Inventory ( Kallasmaa, Allik, Realo, & McCrae, 2000 ) and the Positive and Negative Affect Schedule ( Allik & Realo, 1997 ). Multilevel random coefficient modeling analyses showed that momentary ratings of positive and negative affect were weakly related to temperature, positive affect was also related to sunlight. However, momentary ratings of fatigue showed a distinct tendency for greater incidence of sleepiness in the cold and dark. Age group was one of the most important moderators of the weather-emotion models. The influence of weather on emotions interacted with being outdoors. Personality traits also explained a small portion of variance in the influence of weather on affective states.

Perceived parental bonding, fear of failure and stress during class presentations

The purpose of the present studies was to test the hypothesis that students' perceptions of parental bonding may be predictive of how individuals approach achievement situations. It was hypothesized that reports of parental overprotection would be predictive of elevated fears and subsequent stress and low achievement compared to perceived parental care. No hypotheses were specified regarding the gender of the parent. In Study 1 participants were 230 elementary school students who were assessed on motivation, stress and affect prior to a “high stakes testing”. Results indicated that paternal caring scores and, to a lesser degree, maternal caring scores were associated with lower levels of fear of failure, anxiety and depression. In Study 2, 58 college students were monitored (physiologically) during a class presentation in order to test the hypothesis that perceived parental rearing is predictive of stress through influencing fear of failure. Results from Multilevel Random Coefficient Modeling showed that perceived parental caring was associated with significantly lessened stress compared to perceived overprotection. Modeling the relationships using Structural Equation Modeling indicated that students reporting an overprotective parental style approached the task with significantly elevated fears, had elevated stress during the task, and lower task performance. Another salient finding was that students' perceptions of their fathers' parenting style was highly predictive of the stress response. The discussion reviews these findings and examines possible implications for enhancing achievement motivation in educational contexts.