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Abstract
The relationship between the affective state of 5-year-olds and their compliance to teacher requests was examined. A total of 10 boys and 16 girls were assigned to a positive- or negative-mood group. Mood-induction procedures delineated by Lay, Waters, and Park (1989) were used with the children, and a subsequent compliance task was given. Children in the positive-mood group complied to their teacher with significantly shorter latencies than those in the negative-mood group. Results are discussed as they relate to teacher practices of giving praise and approval.