ABSTRACT
Many things bear upon purposeful thought, but moods and emotions interact with it so intimately that they could be said to be a part of it. Focusing on methodical and constructive thought in particular, some broad, narrow and steering effects of moods and emotions are highlighted. These are related to conscious and unconscious thought, with moods and emotions favouring, or prompting, one or the other. A simple appraisal theory of emotions combined with a dual mode of thought view can explain how moods and emotions are not always impediments to good thinking, and, indeed, can be a valuable part of it. Some educational implications for teachers, students, teacher trainers and researchers are discussed, with a particular emphasis on the need to recognise this aspect of thinking, and take it into account when attempting to foster and study effective purposeful thought.
