242 Curr Psychol (2010) 29:235–246 self-regulatory resources it is harder to inhibit or override their incipient response to read the word and instead to report the font color. As a result, depleted participants will show impaired Stroop performance and thus make more errors and report less correct answers than their non-depleted counterparts. In line with previous research (Fennis et al. 2009), participants responded to each stimulus by clicking one of four buttons on their computer screen, which corresponded to the various color words. They received 32 randomized trials, of which 8 were congruent (a stimulus word was presented in a font color that matched its semantic meaning; e.g., “blue” was presented in blue font) and 24 that were incongruent (a stimulus word was presented in a font color that mismatched its semantic meaning; e.g., “blue” presented in red font). Participants were instructed to report the font color of each word as quickly and accurately as possible. The number of correct responses was recorded and served as a measure of self-regulatory resource depletion (cf. Gailliot et al. 2007). Mood To measure whether the type of influence technique would result in unintended mood effects (e.g., overriding one’s initial position on the statements may evoke negative affect), we administered the Positive and Negative Affect Schedule (PANAS; Watson et al. 1988), which includes 10 positive and 10 negative affect-items using a 5-point scale. An index of positive and negative mood was created by averaging the scores on the respective items (α= .82 for the positive affect index and α= .72 for the negative affect index). Compliance At the ostensible end of the study, participants were thanked for their collaboration. Then the target request was posed. In line with the requirements for a CQP, this target request solicited compliance on an issue related to the initial request. Participants were asked to volunteer in future events and endeavours by the student action group. More specifically, the target request read: “to further improve the quality of education, the student action group “Better Education” is looking for volunteers to attain its goals. If we would ask you, how many hours are you willing to volunteer this year?” Participants could indicate the number of hours between 0 and 5 that they were willing to volunteer (M =1.20, SD=.52). Number of hours served as our measure of compliance. Results Preliminary Analysis A first series of two ANOVA’s was performed to ascertain that our manipulation of type of influence technique did not unduly influence participants’ positive or negative mood states. Results of this analysis ruled out differential affect as an alternative explanation, since the impact of influence type failed to reach significance, both on the index of positive affect (F (1, 54) =1.71, n.s.) and on the index of negative affect (F< 1).