A 2 (good vs. bad mood) × 2 (important vs. unimportant) × 2 (success vs. failure) experimental design was used to investigate whether importance could moderate mood effects on students' performance attributions. Attributions were analyzed in terms of their underlying dimensions (locus, stability, controllability) as specified by Weiner (1985). Undergraduate business students (31 men, 49 women) were randomly assigned to 1 of the 8 experimental conditions. Analysis revealed a significant 3-way interaction of mood, importance, and performance outcome (p <.01). Outcome importance significantly reduced mood biases only in perceptions of the primary dimension of locus
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Curren et al. (1993) studied this question.
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