101
|
Thomas CL, Cassady JC, Finch WH. Identifying Severity Standards on the Cognitive Test Anxiety Scale: Cut Score Determination Using Latent Class and Cluster Analysis. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2017. [DOI: 10.1177/0734282916686004] [Citation(s) in RCA: 35] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The purpose of the current examination was to preliminarily suggest severity standards for the recently revised Cognitive Test Anxiety Scale–Second Edition (CTAS-2). Participants responded to the CTAS-2, Motivated Strategies for Learning Questionnaire (MSLQ), and FRIEDBEN Test Anxiety Scale. Using both latent class and cluster analyses, we were able to classify participants as belonging to one of the three distinct cognitive test anxiety profiles—low, moderate, and high. Comparison of the identified test anxiety profiles allowed us to generate a set of severity standards for the CTAS-2 that can be used to differentiate between individuals with differing levels of cognitive test anxiety. The validity of the severity standards was established through group comparisons of test-anxious students on the MSLQ–Text Anxiety, FRIEDBEN–Cognitive Obstruction, FRIEDBEN–Social Derogation, and FRIEDBEN–Physiological Tenseness scales. Discussion concerns the practical implications of establishing CTAS-2 severity standards for educators, student support staff, and learners.
Collapse
|
102
|
Schroder HS, Glazer JE, Bennett KP, Moran TP, Moser JS. Suppression of error-preceding brain activity explains exaggerated error monitoring in females with worry. Biol Psychol 2017; 122:33-41. [DOI: 10.1016/j.biopsycho.2016.03.013] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2015] [Revised: 03/22/2016] [Accepted: 03/24/2016] [Indexed: 12/26/2022]
|
103
|
Doherty JH, Wenderoth MP. Implementing an Expressive Writing Intervention for Test Anxiety in a Large College Course. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2017; 18:jmbe-18-39. [PMID: 28861135 PMCID: PMC5576769 DOI: 10.1128/jmbe.v18i2.1307] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/13/2017] [Accepted: 04/12/2017] [Indexed: 05/03/2023]
Abstract
Test anxiety is a widespread problem that negatively impacts student performance. The mechanism proposed to explain the deleterious effect is that anxious thoughts occupy space in working memory, thus diminishing cognitive capacity. Expressive writing is an intervention shown to decrease the impact of test anxiety. For this intervention, students respond to a prompt directing them to write-down their thoughts and feelings regarding the upcoming exam. To investigate the feasibility of using this intervention in college courses and to discern our students’ thoughts about taking exams, we implemented the intervention in our large introductory biology course.
The prompt was placed on the cover page of each exam and students were given five minutes to write. Students were then instructed to rip off, crumple up, and throw the page into the closest aisle and begin the exam. Even though they could not start the exam early, students only spent approximately two minutes writing. Clean up of papers was reasonably accomplished during the exam. Interestingly, crumpling and throwing papers seemed to dissipate tension and created a more relaxed atmosphere in the classroom evidenced by laughing and paper airplanes. We assigned the anonymous student writing into categories (e.g., doodling, pep talks, course content, anxious) as we were interested to see the variation in student responses and monitor if student feelings changed over time.
We suggest instructors consider using this intervention to decrease the impact of test anxiety. We found the implementation logistics manageable and reading students’ thoughts made us more empathetic with our students’ experiences.
Collapse
Affiliation(s)
- Jennifer H. Doherty
- Corresponding author. Mailing address: UW Biology, Box 351800, Seattle, WA 98195-1800. Phone: 206-616-4029. Fax: 206-685-1728. E-mail:
| | | |
Collapse
|
104
|
Klausenitz C, Hacker H, Hesse T, Kohlmann T, Endlich K, Hahnenkamp K, Usichenko T. Auricular Acupuncture for Exam Anxiety in Medical Students-A Randomized Crossover Investigation. PLoS One 2016; 11:e0168338. [PMID: 28033320 PMCID: PMC5198977 DOI: 10.1371/journal.pone.0168338] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2016] [Accepted: 11/24/2016] [Indexed: 12/12/2022] Open
Abstract
Auricular acupuncture (AA) is effective in the treatment of preoperative anxiety. The aim was to investigate whether AA can reduce exam anxiety as compared to placebo and no intervention. Forty-four medical students were randomized to receive AA, placebo, or no intervention in a crossover manner and subsequently completed three comparable oral anatomy exams with an interval of 1 month between the exams/interventions. AA was applied using indwelling fixed needles bilaterally at points MA-IC1, MA-TF1, MA-SC, MA-AT1 and MA-TG one day prior to each exam. Placebo needles were used as control. Levels of anxiety were measured using a visual analogue scale before and after each intervention as well as before each exam. Additional measures included the State-Trait-Anxiety Inventory, duration of sleep at night, blood pressure, heart rate and the extent of participant blinding. All included participants finished the study. Anxiety levels were reduced after AA and placebo intervention compared to baseline and the no intervention condition (p < 0.003). AA was better at reducing anxiety than placebo in the evening before the exam (p = 0.018). Participants were able to distinguish between AA and placebo intervention. Both AA and placebo interventions reduced exam anxiety in medical students. The superiority of AA over placebo may be due to insufficient blinding of participants.
Collapse
Affiliation(s)
- Catharina Klausenitz
- Department of Anesthesiology, University Medicine of Greifswald, Greifswald, Germany
- Institute of Diagnostic Radiology and Neuroradiology, University Medicine of Greifswald, Greifswald, Germany
| | - Henriette Hacker
- Department of Anesthesiology, University Medicine of Greifswald, Greifswald, Germany
| | - Thomas Hesse
- Department of Anesthesiology, University Medicine of Greifswald, Greifswald, Germany
| | - Thomas Kohlmann
- Institute of Community Medicine, University Medicine of Greifswald, Greifswald, Germany
| | - Karlhans Endlich
- Institute of Anatomy, University Medicine of Greifswald, Greifswald, Germany
| | - Klaus Hahnenkamp
- Department of Anesthesiology, University Medicine of Greifswald, Greifswald, Germany
| | - Taras Usichenko
- Department of Anesthesiology, University Medicine of Greifswald, Greifswald, Germany
- Department of Anesthesia, McMaster University, Hamilton, Canada
- * E-mail:
| |
Collapse
|
105
|
McGeown S, Putwain D, St. Clair-Thompson H, Clough P. UNDERSTANDING AND SUPPORTING ADOLESCENTS’ MENTAL TOUGHNESS IN AN EDUCATION CONTEXT. PSYCHOLOGY IN THE SCHOOLS 2016. [DOI: 10.1002/pits.21986] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
|
106
|
Wiemer J, Pauli P. How fear-relevant illusory correlations might develop and persist in anxiety disorders: A model of contributing factors. J Anxiety Disord 2016; 44:55-62. [PMID: 27771577 DOI: 10.1016/j.janxdis.2016.10.008] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/05/2016] [Revised: 09/24/2016] [Accepted: 10/13/2016] [Indexed: 10/20/2022]
Abstract
Fear-relevant illusory correlations (ICs) are defined as the overestimation of the relationship between a fear-relevant stimulus and aversive consequences. ICs reflect biased cognitions affecting the learning and unlearning of fear in anxiety disorders, and a deeper understanding might help to improve treatment. A model for the maintenance of ICs is proposed that highlights the importance of amplified aversiveness and salience of fear-relevant outcomes, impaired executive contingency monitoring and an availability heuristic. The model explains why ICs are enhanced in high fearful individuals and allows for some implications that might be applied to augment the effectiveness of cognitive behavior therapy, such as emotion regulation and the direction of attention to non-aversive experiences. Finally, we suggest possible future research directions and an alternative measure of ICs.
Collapse
Affiliation(s)
- Julian Wiemer
- Department of Psychology (Biological Psychology, Clinical Psychology, and Psychotherapy), University of Würzburg, Würzburg, Germany
| | - Paul Pauli
- Department of Psychology (Biological Psychology, Clinical Psychology, and Psychotherapy), University of Würzburg, Würzburg, Germany; Center of Mental Health, Medical Faculty, University of Würzburg, Germany.
| |
Collapse
|
107
|
Sattizahn JR, Moser JS, Beilock SL. A closer look at who “chokes under pressure”. JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION 2016. [DOI: 10.1016/j.jarmac.2016.11.004] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
|
108
|
Don’t stop believing: Rituals improve performance by decreasing anxiety. ORGANIZATIONAL BEHAVIOR AND HUMAN DECISION PROCESSES 2016. [DOI: 10.1016/j.obhdp.2016.07.004] [Citation(s) in RCA: 56] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
|
109
|
Shi Z, Liu P. Worrying Thoughts Limit Working Memory Capacity in Math Anxiety. PLoS One 2016; 11:e0165644. [PMID: 27788235 PMCID: PMC5082927 DOI: 10.1371/journal.pone.0165644] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2016] [Accepted: 10/14/2016] [Indexed: 11/29/2022] Open
Abstract
Sixty-one high-math-anxious persons and sixty-one low-math-anxious persons completed a modified working memory capacity task, designed to measure working memory capacity under a dysfunctional math-related context and working memory capacity under a valence-neutral context. Participants were required to perform simple tasks with emotionally benign material (i.e., lists of letters) over short intervals while simultaneously reading and making judgments about sentences describing dysfunctional math-related thoughts or sentences describing emotionally-neutral facts about the world. Working memory capacity for letters under the dysfunctional math-related context, relative to working memory capacity performance under the valence-neutral context, was poorer overall in the high-math-anxious group compared with the low-math-anxious group. The findings show a particular difficulty employing working memory in math-related contexts in high-math-anxious participants. Theories that can provide reasonable interpretations for these findings and interventions that can reduce anxiety-induced worrying intrusive thoughts or improve working memory capacity for math anxiety are discussed.
Collapse
Affiliation(s)
- Zhan Shi
- School of Education, China West Normal University, No 1 Shi Da Road, Nanchong City, Sichuan Province, China
- Key Laboratory of Child Development and Learning Science, Southeast University, Research Center for Learning Science, Ministry of Education, Nanjing, China
| | - Peiru Liu
- School of Education, China West Normal University, No 1 Shi Da Road, Nanchong City, Sichuan Province, China
- * E-mail:
| |
Collapse
|
110
|
Khng KH. A better state-of-mind: deep breathing reduces state anxiety and enhances test performance through regulating test cognitions in children. Cogn Emot 2016; 31:1502-1510. [PMID: 27666392 DOI: 10.1080/02699931.2016.1233095] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
A pre-test/post-test, intervention-versus-control experimental design was used to examine the effects, mechanisms and moderators of deep breathing on state anxiety and test performance in 122 Primary 5 students. Taking deep breaths before a timed math test significantly reduced self-reported feelings of anxiety and improved test performance. There was a statistical trend towards greater effectiveness in reducing state anxiety for boys compared to girls, and in enhancing test performance for students with higher autonomic reactivity in test-like situations. The latter moderation was significant when comparing high-versus-low autonomic reactivity groups. Mediation analyses suggest that deep breathing reduces state anxiety in test-like situations, creating a better state-of-mind by enhancing the regulation of adaptive-maladaptive thoughts during the test, allowing for better performance. The quick and simple technique can be easily learnt and effectively applied by most children to immediately alleviate some of the adverse effects of test anxiety on psychological well-being and academic performance.
Collapse
Affiliation(s)
- Kiat Hui Khng
- a National Institute of Education, Nanyang Technological University , Singapore
| |
Collapse
|
111
|
Reexamining the relationship between test anxiety and learning achievement: An individual-differences perspective. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2016. [DOI: 10.1016/j.cedpsych.2016.07.001] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
|
112
|
Jamieson JP, Peters BJ, Greenwood EJ, Altose AJ. Reappraising Stress Arousal Improves Performance and Reduces Evaluation Anxiety in Classroom Exam Situations. SOCIAL PSYCHOLOGICAL AND PERSONALITY SCIENCE 2016. [DOI: 10.1177/1948550616644656] [Citation(s) in RCA: 131] [Impact Index Per Article: 16.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/05/2023]
Abstract
For students to thrive in the U.S. educational system, they must successfully cope with omnipresent demands of exams. Nearly all students experience testing situations as stressful, and signs of stress (e.g., racing heart) are typically perceived negatively. This research tested the efficacy of a psychosituational intervention targeting cognitive appraisals of stress to improve classroom exam performance. Ninety-three students (across five semesters) enrolled in a community college developmental mathematics course were randomly assigned to stress reappraisal or placebo control conditions. Reappraisal instructions educated students about the adaptive benefits of stress arousal, whereas placebo materials instructed students to ignore stress. Reappraisal students reported less math evaluation anxiety and exhibited improved math exam performance relative to controls. Mediation analysis indicated reappraisal improved performance by increasing students’ perceptions of their ability to cope with the stressful testing situation (resource appraisals). Implications for theory development and policy are discussed.
Collapse
Affiliation(s)
| | - Brett J. Peters
- Department of Psychology, University of Rochester, Rochester, NY, USA
| | | | - Aaron J. Altose
- Department of Mathematics, Cuyahoga Community College, Cleveland, OH, USA
| |
Collapse
|
113
|
Dowker A, Sarkar A, Looi CY. Mathematics Anxiety: What Have We Learned in 60 Years? Front Psychol 2016; 7:508. [PMID: 27199789 PMCID: PMC4842756 DOI: 10.3389/fpsyg.2016.00508] [Citation(s) in RCA: 172] [Impact Index Per Article: 21.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2015] [Accepted: 03/24/2016] [Indexed: 12/29/2022] Open
Abstract
The construct of mathematics anxiety has been an important topic of study at least since the concept of “number anxiety” was introduced by Dreger and Aiken (1957), and has received increasing attention in recent years. This paper focuses on what research has revealed about mathematics anxiety in the last 60 years, and what still remains to be learned. We discuss what mathematics anxiety is; how distinct it is from other forms of anxiety; and how it relates to attitudes to mathematics. We discuss the relationships between mathematics anxiety and mathematics performance. We describe ways in which mathematics anxiety is measured, both by questionnaires, and by physiological measures. We discuss some possible factors in mathematics anxiety, including genetics, gender, age, and culture. Finally, we describe some research on treatment. We conclude with a brief discussion of what still needs to be learned.
Collapse
Affiliation(s)
- Ann Dowker
- Department of Experimental Psychology, University of Oxford Oxford, UK
| | - Amar Sarkar
- Department of Experimental Psychology, University of Oxford Oxford, UK
| | - Chung Yen Looi
- Department of Experimental Psychology, University of Oxford Oxford, UK
| |
Collapse
|
114
|
Gagnon SA, Wagner AD. Acute stress and episodic memory retrieval: neurobiological mechanisms and behavioral consequences. Ann N Y Acad Sci 2016; 1369:55-75. [DOI: 10.1111/nyas.12996] [Citation(s) in RCA: 113] [Impact Index Per Article: 14.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/16/2022]
Affiliation(s)
| | - Anthony D. Wagner
- Department of Psychology
- Neurosciences Program; Stanford University; Stanford California
| |
Collapse
|
115
|
Student Motivation: Current Theories, Constructs, and Interventions Within an Expectancy-Value Framework. THE SPRINGER SERIES ON HUMAN EXCEPTIONALITY 2016. [DOI: 10.1007/978-3-319-28606-8_10] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/03/2022]
|
116
|
Alone in the Crowd: I Failed the ABGC Certification Exam. J Genet Couns 2015; 25:677-80. [PMID: 26687134 DOI: 10.1007/s10897-015-9924-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2015] [Accepted: 12/04/2015] [Indexed: 10/22/2022]
Abstract
The American Board of Genetic Counseling (ABGC) certification examination (often referred to as "the board exam") has become a milestone within the field of genetic counseling. For many, it is the final standardized test taken and indicates the examinee has met "the standards of minimal competence to practice as a genetic counselor" (Bulletin 2015). Although voluntary, certification is strongly encouraged, and in some employment situations, required. Although recent statistics indicate the majority of those who take the test pass, each year there are those who sit for the test unsuccessfully. Despite this fact, exam failure and tools for dealing with this experience are not often broached in the literature. This essay recalls my experiences with a failed exam attempt and the subsequent emotional turmoil. It also aims to start the conversation regarding the difficulty of coping with the "secret" shame of public, professional failure, and suggests there is room for further discussion and resource development in this area.
Collapse
|
117
|
Moser JS, Moran TP, Kneip C, Schroder HS, Larson MJ. Sex moderates the association between symptoms of anxiety, but not obsessive compulsive disorder, and error-monitoring brain activity: A meta-analytic review. Psychophysiology 2015; 53:21-9. [DOI: 10.1111/psyp.12509] [Citation(s) in RCA: 59] [Impact Index Per Article: 6.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2014] [Accepted: 06/01/2015] [Indexed: 11/29/2022]
Affiliation(s)
- Jason S. Moser
- Department of Psychology; Michigan State University; East Lansing Michigan USA
| | - Tim P. Moran
- Department of Psychology; Michigan State University; East Lansing Michigan USA
| | - Chelsea Kneip
- Department of Psychology; Michigan State University; East Lansing Michigan USA
| | - Hans S. Schroder
- Department of Psychology; Michigan State University; East Lansing Michigan USA
| | | |
Collapse
|
118
|
Remediation of Childhood Math Anxiety and Associated Neural Circuits through Cognitive Tutoring. J Neurosci 2015; 35:12574-83. [PMID: 26354922 DOI: 10.1523/jneurosci.0786-15.2015] [Citation(s) in RCA: 109] [Impact Index Per Article: 12.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Math anxiety is a negative emotional reaction that is characterized by feelings of stress and anxiety in situations involving mathematical problem solving. High math-anxious individuals tend to avoid situations involving mathematics and are less likely to pursue science, technology, engineering, and math-related careers than those with low math anxiety. Math anxiety during childhood, in particular, has adverse long-term consequences for academic and professional success. Identifying cognitive interventions and brain mechanisms by which math anxiety can be ameliorated in children is therefore critical. Here we investigate whether an intensive 8 week one-to-one cognitive tutoring program designed to improve mathematical skills reduces childhood math anxiety, and we identify the neurobiological mechanisms by which math anxiety can be reduced in affected children. Forty-six children in grade 3, a critical early-onset period for math anxiety, participated in the cognitive tutoring program. High math-anxious children showed a significant reduction in math anxiety after tutoring. Remarkably, tutoring remediated aberrant functional responses and connectivity in emotion-related circuits anchored in the basolateral amygdala. Crucially, children with greater tutoring-induced decreases in amygdala reactivity had larger reductions in math anxiety. Our study demonstrates that sustained exposure to mathematical stimuli can reduce math anxiety and highlights the key role of the amygdala in this process. Our findings are consistent with models of exposure-based therapy for anxiety disorders and have the potential to inform the early treatment of a disability that, if left untreated in childhood, can lead to significant lifelong educational and socioeconomic consequences in affected individuals. Significance statement: Math anxiety during early childhood has adverse long-term consequences for academic and professional success. It is therefore important to identify ways to alleviate math anxiety in young children. Surprisingly, there have been no studies of cognitive interventions and the underlying neurobiological mechanisms by which math anxiety can be ameliorated in young children. Here, we demonstrate that intensive 8 week one-to-one cognitive tutoring not only reduces math anxiety but also remarkably remediates aberrant functional responses and connectivity in emotion-related circuits anchored in the amygdala. Our findings are likely to propel new ways of thinking about early treatment of a disability that has significant implications for improving each individual's academic and professional chances of success in today's technological society that increasingly demands strong quantitative skills.
Collapse
|
119
|
Banyard V, Hamby S, de St. Aubin E, Grych J. Values Narratives for Personal Growth: Formative Evaluation of the Laws of Life Essay Program. JOURNAL OF HUMANISTIC PSYCHOLOGY 2015. [DOI: 10.1177/0022167815618494] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Evidence that even very brief writing exercises can change the way people see themselves and promote more positive mental and physical health has led to increased interest in their use in school settings and elsewhere. To date, however, research designs rely heavily on samples of college students and experimental studies of writing tasks carried out in the lab. There has been less investigation of the potential impact of more naturally occurring expressive writing exercises that exist in places like schools and that focus on adolescents. The current study was a process evaluation of the Laws of Life Essay, a values-based narrative program that was part of participants’ secondary school experience. It examined participants’ views of the impact of the program on their personal growth and, given the age range of participants, allowed for process evaluation of its perceived short- and long-term effects. Qualitative, semistructured interviews with 55 adolescent and adult participants were collected. Themes in participants’ responses included the importance of reflection and reappraisal of values, adversity, and relationships. Participants also discussed the importance of an audience for their writing, a novel finding that suggests one possible way to increase the impact of other narrative programs. Participants described variability in their engagement with expressive writing. This is one of the few studies that examined participants’ own views of the value of expressive writing and their responses suggest directions for future research and implications for designing expressive writing tasks to support social emotional learning and character education in schools and promote well-being at key developmental moments.
Collapse
Affiliation(s)
| | - Sherry Hamby
- Sewanee University of the South, Sewanee, TN, USA
| | | | - John Grych
- Marquette University, Milwaukee, WI, USA
| |
Collapse
|
120
|
Wang F, Wang C, Yin Q, Wang K, Li D, Mao M, Zhu C, Huang Y. Reappraisal writing relieves social anxiety and may be accompanied by changes in frontal alpha asymmetry. Front Psychol 2015; 6:1604. [PMID: 26539146 PMCID: PMC4612649 DOI: 10.3389/fpsyg.2015.01604] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2015] [Accepted: 10/05/2015] [Indexed: 11/26/2022] Open
Abstract
It is widely reported that expressive writing can improve mental and physical health. However, to date, the neural correlates of expressive writing have not been reported. The current study examined the neural electrical correlates of expressive writing in a reappraisal approach. Three groups of participants were required to give a public speech. Before speaking, the reappraisal writing group was asked to write about the current stressful task in a reappraisal manner. The irrelevant writing group was asked to write about their weekly plan, and the non-writing group did not write anything. It was found that following the experimental writing manipulation, both reappraisal and irrelevant writing conditions decreased self-reported anxiety levels. But when re-exposed to the stressful situation, participants in the irrelevant writing group showed increased anxiety levels, while anxiety levels remained lower in the reappraisal group. During the experimental writing manipulation period, participants in the reappraisal group had lower frontal alpha asymmetry scores than those in the irrelevant writing group. However, following re-exposure to stress, participants in the reappraisal group showed higher frontal alpha asymmetry scores than those in the irrelevant writing group. Self-reported anxiety and frontal alpha asymmetry of the non-writing condition did not change significantly across these different stages. It is noteworthy that expressive writing in a reappraisal style seems not to be a fast-acting treatment but may instead take effect in the long run.
Collapse
Affiliation(s)
- Fen Wang
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal UniversityBeijing, China
- Center for Collaboration and Innovation in Brain and Learning Sciences, Beijing Normal UniversityBeijing, China
| | - Changming Wang
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal UniversityBeijing, China
- Beijing Anding Hospital, Capital Medical UniversityBeijing, China
- Beijing Key Laboratory of Mental DisordersBeijing, China
- Beijing Institute for Brain DisordersBeijing, China
| | - Qin Yin
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal UniversityBeijing, China
- Center for Collaboration and Innovation in Brain and Learning Sciences, Beijing Normal UniversityBeijing, China
| | - Kui Wang
- Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of SciencesBeijing, China
| | - Dongdong Li
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal UniversityBeijing, China
- Center for Collaboration and Innovation in Brain and Learning Sciences, Beijing Normal UniversityBeijing, China
| | - Mengchai Mao
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal UniversityBeijing, China
- Center for Collaboration and Innovation in Brain and Learning Sciences, Beijing Normal UniversityBeijing, China
| | - Chaozhe Zhu
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal UniversityBeijing, China
- Center for Collaboration and Innovation in Brain and Learning Sciences, Beijing Normal UniversityBeijing, China
| | - Yuxia Huang
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal UniversityBeijing, China
- Center for Collaboration and Innovation in Brain and Learning Sciences, Beijing Normal UniversityBeijing, China
| |
Collapse
|
121
|
Abstract
The United States is currently not producing enough graduates in science, technology, engineering, and math (STEM) fields to meet the demands of a technology-dependent society. Although there are many efforts in place to improve STEM education in the United States, most notably, President Obama’s Educate to Innovate campaign, these efforts focus mostly on innovating the teaching of math content and less on the role of affective factors in math achievement. Here we discuss a phenomenon known as math anxiety (i.e., negative feelings of tension and fear that many people experience when engaging in math) and the implications math anxiety carries for math success and STEM engagement. We begin by highlighting the most recent findings from research in psychology, education, and neuroscience on math anxiety. We then discuss the consequences of math anxiety as well as likely causes and promising remediations. We suggest that the initiatives currently underway to improve STEM involvement and achievement would benefit from educating current and future teachers, parents, and even students about math anxiety, its causes, consequences, and possibilities for amelioration.
Collapse
|
122
|
Monteiro SD, Walsh A, Grierson LEM. OSCE circuit performance effects: Does circuit order influence scores? MEDICAL TEACHER 2015; 38:98-100. [PMID: 26421751 DOI: 10.3109/0142159x.2015.1075647] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
It is not uncommon for medical students to raise concerns over the difficulty of a single station within an Objective Structured Clinical Examination (OSCE), particularly when they feel they were subject to an unfair situation. Indeed, test developers also share these concerns about the possibility that a single extremely difficult station may impact student performance on the station that follows. As a reaction to the concerns of both students and examiners, we conducted a study, analyzing the scores of multiple OSCEs. Although our analyses did not support the complaints of unfairness targeted at the OSCE, we feel it is a rather enlightening story nevertheless, and one worth sharing.
Collapse
|
123
|
Immordino-Yang MH, Christodoulou JA, Singh V. Rest Is Not Idleness: Implications of the Brain's Default Mode for Human Development and Education. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2015; 7:352-64. [PMID: 26168472 DOI: 10.1177/1745691612447308] [Citation(s) in RCA: 72] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
When people wakefully rest in the functional MRI scanner, their minds wander, and they engage a so-called default mode (DM) of neural processing that is relatively suppressed when attention is focused on the outside world. Accruing evidence suggests that DM brain systems activated during rest are also important for active, internally focused psychosocial mental processing, for example, when recalling personal memories, imagining the future, and feeling social emotions with moral connotations. Here the authors review evidence for the DM and relations to psychological functioning, including associations with mental health and cognitive abilities like reading comprehension and divergent thinking. This article calls for research into the dimensions of internally focused thought, ranging from free-form daydreaming and off-line consolidation to intensive, effortful abstract thinking, especially with socioemotional relevance. It is argued that the development of some socioemotional skills may be vulnerable to disruption by environmental distraction, for example, from certain educational practices or overuse of social media. The authors hypothesize that high environmental attention demands may bias youngsters to focus on the concrete, physical, and immediate aspects of social situations and self, which may be more compatible with external attention. They coin the term constructive internal reflection and advocate educational practices that promote effective balance between external attention and internal reflection.
Collapse
Affiliation(s)
- Mary Helen Immordino-Yang
- Brain and Creativity Institute, University of Southern California, Los Angeles Rossier School of Education, University of Southern California, Los Angeles
| | - Joanna A Christodoulou
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA
| | - Vanessa Singh
- Brain and Creativity Institute, University of Southern California, Los Angeles
| |
Collapse
|
124
|
Cassady JC, Finch WH. Using factor mixture modeling to identify dimensions of cognitive test anxiety. LEARNING AND INDIVIDUAL DIFFERENCES 2015. [DOI: 10.1016/j.lindif.2015.06.002] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
|
125
|
Luo J, Yu R. Follow the heart or the head? The interactive influence model of emotion and cognition. Front Psychol 2015; 6:573. [PMID: 25999889 PMCID: PMC4422030 DOI: 10.3389/fpsyg.2015.00573] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2014] [Accepted: 04/20/2015] [Indexed: 11/16/2022] Open
Abstract
The experience of emotion has a powerful influence on daily-life decision making. Following Plato's description of emotion and reason as two horses pulling us in opposite directions, modern dual-system models of decision making endorse the antagonism between reason and emotion. Decision making is perceived as the competition between an emotion system that is automatic but prone to error and a reason system that is slow but rational. The reason system (in "the head") reins in our impulses (from "the heart") and overrides our snap judgments. However, from Darwin's evolutionary perspective, emotion is adaptive, guiding us to make sound decisions in uncertainty. Here, drawing findings from behavioral economics and neuroeconomics, we provide a new model, labeled "The interactive influence model of emotion and cognition," to elaborate the relationship of emotion and reason in decision making. Specifically, in our model, we identify factors that determine when emotions override reason and delineate the type of contexts in which emotions help or hurt decision making. We then illustrate how cognition modulates emotion and how they cooperate to affect decision making.
Collapse
Affiliation(s)
- Jiayi Luo
- School of Psychology and Center for Studies of Psychological Application, South China Normal University, Guangzhou, China
| | - Rongjun Yu
- School of Psychology and Center for Studies of Psychological Application, South China Normal University, Guangzhou, China
- School of Economics and Management and Scientific Laboratory of Economic Behaviors, South China Normal University, Guangzhou, China
| |
Collapse
|
126
|
Spitzer B, Aronson J. Minding and mending the gap: Social psychological interventions to reduce educational disparities. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2015; 85:1-18. [DOI: 10.1111/bjep.12067] [Citation(s) in RCA: 93] [Impact Index Per Article: 10.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2014] [Revised: 01/02/2015] [Indexed: 11/30/2022]
|
127
|
Yu R. Choking under pressure: the neuropsychological mechanisms of incentive-induced performance decrements. Front Behav Neurosci 2015; 9:19. [PMID: 25713517 PMCID: PMC4322702 DOI: 10.3389/fnbeh.2015.00019] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2014] [Accepted: 01/20/2015] [Indexed: 11/15/2022] Open
Abstract
In contrast to the assumption of efficiency wage models, which state that wage incentives should be positively correlated with productivity, high incentives may produce performance decrements in real life scenarios. Such a “choking under pressure” phenomenon exemplifies how psychological stress can profoundly shape human behavior, for good or for bad. Previous theories suggest that individual choking under pressure because that high pressure may distract individuals’ attention away from the task (the distraction account), raise the attention paid to step-by-step skill processes (the explicit monitoring account), or elevate the arousal in general (the over-arousal account). Recent neuroimaging studies have shown that several brain regions implicated in motivation and top-down control of attention also play a key role in stress-induced choking, supporting for the over-arousal and distraction theories of choking. This review aims to identify psychological factors that determine choking and the neural underpinnings of these processes. Insights into how incentives influence performance may aid engineering training regimens and interventions that equip individuals to better handle high-stakes-induced psychological stress, and to thrive under stress.
Collapse
Affiliation(s)
- Rongjun Yu
- Department of Psychology, National University of Singapore Singapore, Singapore ; Center for Life Sciences, Singapore Institute for Neurotechnology (SINAPSE), National University of Singapore Singapore, Singapore
| |
Collapse
|
128
|
DiMenichi BC, Richmond LL. Reflecting on past failures leads to increased perseverance and sustained attention. JOURNAL OF COGNITIVE PSYCHOLOGY 2015. [DOI: 10.1080/20445911.2014.995104] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
|
129
|
Travagin G, Margola D, Revenson TA. How effective are expressive writing interventions for adolescents? A meta-analytic review. Clin Psychol Rev 2015; 36:42-55. [PMID: 25656314 DOI: 10.1016/j.cpr.2015.01.003] [Citation(s) in RCA: 50] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2014] [Revised: 01/04/2015] [Accepted: 01/08/2015] [Indexed: 10/24/2022]
Abstract
This meta-analysis evaluated the effects of the expressive writing intervention (EW; Pennebaker & Beall, 1986) among adolescents. Twenty-one independent studies that assessed the efficacy of expressive writing on youth samples aged 10-18 ears were collected and analyzed. Results indicated an overall mean g-effect size that was positive in direction but relatively small (0.127), as well as significant g-effect sizes ranging from 0.107 to 0.246 for the outcome domains of Emotional Distress, Problem Behavior, Social Adjustment, and School Participation. Few significant effects were found within specific outcome domains for putative moderator variables that included characteristics of the participants, intervention instructions, or research design. Studies involving adolescents with high levels of emotional problems at baseline reported larger effects on school performance. Studies that implemented a higher dosage intervention (i.e., greater number and, to some extent, greater spacing of sessions) reported larger effects on somatic complaints. Overall, the findings suggest that expressive writing tends to produce small yet significant improvements on adolescents' well-being. The findings highlight the importance of modifying the traditional expressive writing protocol to enhance its efficacy and reduce potential detrimental effects. At this stage of research the evidence on expressive writing as a viable intervention for adolescents is promising but not decisive.
Collapse
|
130
|
Smeding A, Darnon C, Van Yperen NW. Why do high working memory individuals choke? An examination of choking under pressure effects in math from a self-improvement perspective. LEARNING AND INDIVIDUAL DIFFERENCES 2015. [DOI: 10.1016/j.lindif.2014.11.005] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
|
131
|
Francis G, Tanzman J, Matthews WJ. Excess success for psychology articles in the journal science. PLoS One 2014; 9:e114255. [PMID: 25474317 PMCID: PMC4256411 DOI: 10.1371/journal.pone.0114255] [Citation(s) in RCA: 34] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2014] [Accepted: 11/05/2014] [Indexed: 11/19/2022] Open
Abstract
This article describes a systematic analysis of the relationship between empirical data and theoretical conclusions for a set of experimental psychology articles published in the journal Science between 2005-2012. When the success rate of a set of empirical studies is much higher than would be expected relative to the experiments' reported effects and sample sizes, it suggests that null findings have been suppressed, that the experiments or analyses were inappropriate, or that the theory does not properly follow from the data. The analyses herein indicate such excess success for 83% (15 out of 18) of the articles in Science that report four or more studies and contain sufficient information for the analysis. This result suggests a systematic pattern of excess success among psychology articles in the journal Science.
Collapse
Affiliation(s)
- Gregory Francis
- Department of Psychological Sciences, Purdue University, West Lafayette, Indiana, United States of America and Brain Mind Institute, École Polytechnique Fédérale de Lausanne, Lausanne, Switzerland
| | - Jay Tanzman
- Tanzman Statistical Consulting, Los Angeles, California, United States of America
| | - William J. Matthews
- Department of Psychology, University of Cambridge, Cambridge, United Kingdom
| |
Collapse
|
132
|
Mavilidi MF, Hoogerheide V, Paas F. A Quick and Easy Strategy to Reduce Test Anxiety and Enhance Test Performance. APPLIED COGNITIVE PSYCHOLOGY 2014. [DOI: 10.1002/acp.3058] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
| | - Vincent Hoogerheide
- Institute of Psychology; Erasmus University Rotterdam; Rotterdam The Netherlands
| | - Fred Paas
- Institute of Psychology; Erasmus University Rotterdam; Rotterdam The Netherlands
- Early Start Research Institute; University of Wollongong; Wollongong Australia
| |
Collapse
|
133
|
Examination of the core cognitive components of cognitive behavioral therapy and acceptance and commitment therapy: an analogue investigation. Behav Ther 2014; 45:482-94. [PMID: 24912461 DOI: 10.1016/j.beth.2014.02.007] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/27/2013] [Revised: 02/10/2014] [Accepted: 02/10/2014] [Indexed: 01/07/2023]
Abstract
We aimed to examine the core elements of cognitive behavioral therapy and acceptance and commitment therapy that target distressing negative cognitions, cognitive restructuring (CR) and cognitive defusion (CD), respectively. Participants (N=142) recalled a saddening autobiographical event, identified a distressing thought it triggered, and completed a task that induced rumination on these cognitions. They then completed one of four brief interventions that targeted these emotionally charged cognitions: analogue versions of CR and CD, and two control interventions. The personal negative cognitions were then reactivated to examine the protective effects of these interventions. CR and CD were similarly efficacious in alleviating distress, compared to a control intervention that focused on participants' negative thoughts. Mood improvement was associated with state levels of reappraisal and not with acceptance in CR, whereas the reverse was observed in CD. Improvement was associated with perceived efficacy of the intervention in CR but not in CD. The present findings suggest that although CR and CD effectively promote different types of cognitive strategies, they may share important features that set them both apart from maladaptive forms of coping.
Collapse
|
134
|
Maloney EA, Sattizahn JR, Beilock SL. Anxiety and cognition. WILEY INTERDISCIPLINARY REVIEWS. COGNITIVE SCIENCE 2014; 5:403-411. [DOI: 10.1002/wcs.1299] [Citation(s) in RCA: 47] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/05/2014] [Revised: 05/01/2014] [Accepted: 05/09/2014] [Indexed: 11/12/2022]
Affiliation(s)
- Erin A. Maloney
- Department of Psychology University of Chicago Chicago IL USA
| | | | - Sian L. Beilock
- Department of Psychology University of Chicago Chicago IL USA
| |
Collapse
|
135
|
Hinze SR, Rapp DN. Retrieval (Sometimes) Enhances Learning: Performance Pressure Reduces the Benefits of Retrieval Practice. APPLIED COGNITIVE PSYCHOLOGY 2014. [DOI: 10.1002/acp.3032] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Scott R. Hinze
- Department of Psychology and School of Education & Social Policy; Northwestern University; Evanston USA
- Department of Psychology; Virginia Wesleyan College; Norfolk USA
| | - David N. Rapp
- Department of Psychology and School of Education & Social Policy; Northwestern University; Evanston USA
| |
Collapse
|
136
|
Cognitive Load Theory: A Broader View on the Role of Memory in Learning and Education. EDUCATIONAL PSYCHOLOGY REVIEW 2014. [DOI: 10.1007/s10648-014-9263-5] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
|
137
|
Sattler S, Mehlkop G, Graeff P, Sauer C. Evaluating the drivers of and obstacles to the willingness to use cognitive enhancement drugs: the influence of drug characteristics, social environment, and personal characteristics. Subst Abuse Treat Prev Policy 2014; 9:8. [PMID: 24484640 PMCID: PMC3928621 DOI: 10.1186/1747-597x-9-8] [Citation(s) in RCA: 45] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2013] [Accepted: 01/31/2014] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND The use of cognitive enhancement (CE) by means of pharmaceutical agents has been the subject of intense debate both among scientists and in the media. This study investigates several drivers of and obstacles to the willingness to use prescription drugs non-medically for augmenting brain capacity. METHODS We conducted a web-based study among 2,877 students from randomly selected disciplines at German universities. Using a factorial survey, respondents expressed their willingness to take various hypothetical CE-drugs; the drugs were described by five experimentally varied characteristics and the social environment by three varied characteristics. Personal characteristics and demographic controls were also measured. RESULTS We found that 65.3% of the respondents staunchly refused to use CE-drugs. The results of a multivariate negative binomial regression indicated that respondents' willingness to use CE-drugs increased if the potential drugs promised a significant augmentation of mental capacity and a high probability of achieving this augmentation. Willingness decreased when there was a high probability of side effects and a high price. Prevalent CE-drug use among peers increased willingness, whereas a social environment that strongly disapproved of these drugs decreased it. Regarding the respondents' characteristics, pronounced academic procrastination, high cognitive test anxiety, low intrinsic motivation, low internalization of social norms against CE-drug use, and past experiences with CE-drugs increased willingness. The potential severity of side effects, social recommendations about using CE-drugs, risk preferences, and competencies had no measured effects upon willingness. CONCLUSIONS These findings contribute to understanding factors that influence the willingness to use CE-drugs. They support the assumption of instrumental drug use and may contribute to the development of prevention, policy, and educational strategies.
Collapse
Affiliation(s)
- Sebastian Sattler
- Institute for Sociology and Social Psychology, University of Cologne, Greinstrasse 2, 50939 Cologne, Germany
- Cologne Graduate School in Management, Economics and Social Sciences, Albertus-Magnus-Platz, 50932 Cologne, Germany
| | - Guido Mehlkop
- Faculty of Economics, Law and Social Sciences, University of Erfurt, Nordhaueser Strasse 63, 99089 Erfurt, Germany
| | - Peter Graeff
- Institute of Social Science, Christian-Albrechts University Kiel, Westring 400, 24118 Kiel, Germany
| | - Carsten Sauer
- Collaborative Research Center 882, Bielefeld University, Universitaetsstrasse 25, 33615 Bielefeld, Germany
| |
Collapse
|
138
|
Zirk-Sadowski J, Lamptey C, Devine A, Haggard M, Szűcs D. Young-age gender differences in mathematics mediated by independent control or uncontrollability. Dev Sci 2014; 17:366-75. [DOI: 10.1111/desc.12126] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2013] [Accepted: 08/20/2013] [Indexed: 11/28/2022]
Affiliation(s)
- Jan Zirk-Sadowski
- Centre for Neuroscience in Education; Department of Psychology, School of Biological Sciences; University of Cambridge; UK
| | | | - Amy Devine
- Centre for Neuroscience in Education; Department of Psychology, School of Biological Sciences; University of Cambridge; UK
| | - Mark Haggard
- Multi-centre Otitis Media Study Group; Department of Psychology, School of Biological Sciences; University of Cambridge; UK
| | - Dénes Szűcs
- Centre for Neuroscience in Education; Department of Psychology, School of Biological Sciences; University of Cambridge; UK
| |
Collapse
|
139
|
Pintado IS, Llamazares MDCE. Description of the General Procedure of a Stress Inoculation Program to Cope with the Test Anxiety. ACTA ACUST UNITED AC 2014. [DOI: 10.4236/psych.2014.58106] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
|
140
|
Brunyé TT, Mahoney CR, Giles GE, Rapp DN, Taylor HA, Kanarek RB. Learning to relax: Evaluating four brief interventions for overcoming the negative emotions accompanying math anxiety. LEARNING AND INDIVIDUAL DIFFERENCES 2013. [DOI: 10.1016/j.lindif.2013.06.008] [Citation(s) in RCA: 61] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
|
141
|
Burdick-Will J. School Violent Crime and Academic Achievement in Chicago. SOCIOLOGY OF EDUCATION 2013; 86:10.1177/0038040713494225. [PMID: 24259755 PMCID: PMC3831577 DOI: 10.1177/0038040713494225] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
Educational outcomes vary dramatically across schools in the United States. Many under-performing schools, especially in Chicago, also deal with high levels of violent crime on school grounds. Exposure to this type of frequent violence may be an important factor shaping already disadvantaged students' educational experiences. However, estimating the effect of school violence on learning is difficult due to potential selection bias and the confounding of other school-level problems. Using detailed crime data from the Chicago Police Department, complete administrative records from the Chicago Public Schools, and school climate surveys conducted by the Consortium on Chicago School Research (2002-10), this study exploits variation in violent crime rates within schools over time to estimate its effect on academic achievement. School and neighborhood fixed-effects models show that violent crime rates have a negative effect on test scores, but not on grades. This effect is more likely related to direct reductions in learning, through cognitive stress and classroom disruptions, than changes in perceived safety, general school climate, or discipline practices.
Collapse
|
142
|
Lutz G, Scheffer C, Edelhaeuser F, Tauschel D, Neumann M. A reflective practice intervention for professional development, reduced stress and improved patient care--a qualitative developmental evaluation. PATIENT EDUCATION AND COUNSELING 2013; 92:337-45. [PMID: 23642894 DOI: 10.1016/j.pec.2013.03.020] [Citation(s) in RCA: 39] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/04/2013] [Revised: 03/22/2013] [Accepted: 03/25/2013] [Indexed: 05/26/2023]
Abstract
OBJECTIVE Professional capabilities, such as empathy and patient-centeredness, decline during medical education. Reflective practice is advocated for teaching these capabilities. The Clinical Reflection Training (CRT) is a reflective practice intervention using the professional dilemmas faced by medical students during clinical practice. The aim of this study was to evaluate students' perceptions of the helpfulness of the CRT and its effects on their medical education. METHODS Eighteen semi-structured interviews were conducted with medical students who had participated in the CRT. Content analysis was used to analyze the interview data. RESULTS Medical students did not feel adequately prepared to manage the difficult personal and interpersonal problems frequently encountered in clinical practice. They reported that the CRT reduces stress, improves patient care and serves as a tool for professional development. CONCLUSION The CRT may be a useful tool for developing professionalism during medical education, reducing stress and enhancing the quality of patient care. PRACTICE IMPLICATIONS Providing students with reflective practice training that draws on their current personal clinical problems in order to improve their clinical work may be a productive investment in personal professional development, physician health, and quality improvement.
Collapse
Affiliation(s)
- Gabriele Lutz
- Integrated Curriculum for Anthroposophic Medicine (ICURAM), Department for Health, Faculty of Medicine, Witten/Herdecke University, Herdecke, Germany.
| | | | | | | | | |
Collapse
|
143
|
Moser JS, Moran TP, Schroder HS, Donnellan MB, Yeung N. On the relationship between anxiety and error monitoring: a meta-analysis and conceptual framework. Front Hum Neurosci 2013; 7:466. [PMID: 23966928 PMCID: PMC3744033 DOI: 10.3389/fnhum.2013.00466] [Citation(s) in RCA: 265] [Impact Index Per Article: 24.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2013] [Accepted: 07/26/2013] [Indexed: 12/21/2022] Open
Abstract
Research involving event-related brain potentials has revealed that anxiety is associated with enhanced error monitoring, as reflected in increased amplitude of the error-related negativity (ERN). The nature of the relationship between anxiety and error monitoring is unclear, however. Through meta-analysis and a critical review of the literature, we argue that anxious apprehension/worry is the dimension of anxiety most closely associated with error monitoring. Although, overall, anxiety demonstrated a robust, “small-to-medium” relationship with enhanced ERN (r = −0.25), studies employing measures of anxious apprehension show a threefold greater effect size estimate (r = −0.35) than those utilizing other measures of anxiety (r = −0.09). Our conceptual framework helps explain this more specific relationship between anxiety and enhanced ERN and delineates the unique roles of worry, conflict processing, and modes of cognitive control. Collectively, our analysis suggests that enhanced ERN in anxiety results from the interplay of a decrease in processes supporting active goal maintenance and a compensatory increase in processes dedicated to transient reactivation of task goals on an as-needed basis when salient events (i.e., errors) occur.
Collapse
Affiliation(s)
- Jason S Moser
- Department of Psychology, Michigan State University East Lansing, MI, USA
| | | | | | | | | |
Collapse
|
144
|
Maloney EA, Schaeffer MW, Beilock SL. Mathematics anxiety and stereotype threat: shared mechanisms, negative consequences and promising interventions. ACTA ACUST UNITED AC 2013. [DOI: 10.1080/14794802.2013.797744] [Citation(s) in RCA: 39] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
|
145
|
Normand A, Croizet JC. Upward Social Comparison Generates Attentional Focusing When the Dimension of Comparison is Self-Threatening. SOCIAL COGNITION 2013. [DOI: 10.1521/soco.2013.31.3.336] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
|
146
|
Brannick MT. Metacognition, OSCE performance anxiety and OSCE performance. MEDICAL EDUCATION 2013; 47:540-542. [PMID: 23662868 DOI: 10.1111/medu.12148] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Affiliation(s)
- Michael T Brannick
- Psychology Department, University of South Florida, 4202 East Fowler Avenue, PCD 4118G, Tampa, Florida 33620-7200, USA.
| |
Collapse
|
147
|
Takeuchi H, Taki Y, Nouchi R, Hashizume H, Sassa Y, Sekiguchi A, Kotozaki Y, Nakagawa S, Nagase T, Miyauchi CM, Kawashima R. Anatomical correlates of quality of life: evidence from voxel-based morphometry. Hum Brain Mapp 2013; 35:1834-46. [PMID: 23671021 DOI: 10.1002/hbm.22294] [Citation(s) in RCA: 56] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2012] [Revised: 01/15/2013] [Accepted: 03/07/2013] [Indexed: 12/21/2022] Open
Abstract
Quality of life (QOL) has been defined in many ways, and these definitions usually emphasize happiness and satisfaction with life. Health-related problems are known to cause lower QOL. However, the neural mechanisms underlying individual differences in QOL measured by questionnaire (QOLMQ) in young healthy subjects are unknown. QOL is essential to our well-being, and investigation of the neural mechanisms underlying QOL in uncompromised subjects is obviously of great scientific and social interest. We used voxel-based morphometry to investigate the association between regional gray matter volume (rGMV) and QOLMQ across the brain in healthy young adults (age, 21.4 ± 1.8 years) men (n = 88) and women (n = 68) in humans. We found significant negative relationships between QOLMQ and rGMV in a region in the left rostrolateral prefrontal cortex and regions in the dorsal part of the anterior cingulate gyrus and contingent cingulate regions. These findings show that structural variations in regions associated with processing of negative emotions such as fear and anger as well as those associated with evaluation of internally generated information are associated with QOLMQ. These findings suggest that these processes might be related to QOLMQ in healthy young adults.
Collapse
Affiliation(s)
- Hikaru Takeuchi
- Smart Ageing International Research Center, Institute of Development, Aging and Cancer, Tohoku University, Sendai, Japan
| | | | | | | | | | | | | | | | | | | | | |
Collapse
|
148
|
Normand A, Croizet JC. Upward Social Comparison Generates Attentional Focusing When the Dimension of Comparison is Self-Threatening. SOCIAL COGNITION 2013. [DOI: 10.1521/soco_2013_1004] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
|
149
|
D’Mello S, Mills C. Emotions while writing about emotional and non-emotional topics. MOTIVATION AND EMOTION 2013. [DOI: 10.1007/s11031-013-9358-1] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
|
150
|
Sattler S, Wiegel C. Cognitive test anxiety and cognitive enhancement: the influence of students' worries on their use of performance-enhancing drugs. Subst Use Misuse 2013; 48:220-32. [PMID: 23302063 DOI: 10.3109/10826084.2012.751426] [Citation(s) in RCA: 50] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
This online panel study (n(t)(1) = 5,882; n(t)(2) = 3,486 (randomly selected)) used multiple metrics to assess the prevalence of the nonmedical use of prescription medication for enhancing cognitive performance among German university students in 2010. Rare events logistic regression revealed that increased cognitive test anxiety increased the prevalence of medication use over various time windows. Negative binomial regression models showed that the higher the cognitive test anxiety, the higher the use frequencies were during the previous six months. The models controlled for expected side effects, risk attitudes, self-attributed competencies, prior medication use, sex, and age. We also discuss the study's implications.
Collapse
Affiliation(s)
- Sebastian Sattler
- Faculty of Sociology, Bielefeld University, Universitaetsstrasse, Bielefeld, Germany.
| | | |
Collapse
|