1
|
Grimm E, Francia L, Agrigoroaei S. Stress Appraisal Measure: Investigating the Factor Structure and Validity in the French Language. Assessment 2024; 31:1452-1471. [PMID: 38279889 DOI: 10.1177/10731911231223120] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2024]
Abstract
The Stress Appraisal Measure (SAM) captures six different types of cognitive appraisals in anticipation of an upcoming stressful situation. The goal of this article was to examine the factorial structure and the validity of the scale in the French language while accounting for existing limitations in the literature. These include factorial structure instability and low internal consistency for specific subscales across multiple validation studies in other languages. In the first study (N = 425), the results from an exploratory factor analysis reliably suggested the removal of five items, the bridging of the threat and challenge subscales as one, and a new general five-factor structure. The new structure and its construct, convergent, and discriminant validity were confirmed in a second study (N = 308). We discuss the relevance of this five-factor scale for the studies focused on individual differences in stress and appraisals.
Collapse
Affiliation(s)
| | - Lea Francia
- Universidad Autonoma de Madrid, Madrid, Spain
| | | |
Collapse
|
2
|
Gamaiunova L, Brandt PY, Kliegel M. Challenge or Threat? The Effects of the Standard and a Second-Generation Mindfulness Intervention with Buddhist Practices on Cognitive Appraisals of Stress: Secondary Analysis of a Randomized Controlled Experiment Performed in Switzerland. JOURNAL OF RELIGION AND HEALTH 2023:10.1007/s10943-023-01964-8. [PMID: 38135834 DOI: 10.1007/s10943-023-01964-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/17/2023] [Indexed: 12/24/2023]
Abstract
Contemplative approaches rooted in Buddhist traditions have been linked to the attenuation of response to social stress. Anticipatory cognitive appraisals of social situations potentially represent a mechanism explaining the stress-reducing effects of contemplative practices. The cognitive appraisal of threat is associated with an anticipated loss of social self-esteem. In contrast, the cognitive appraisal of challenge involves recognizing the potential for gain or growth in stressful situations and is associated with a more adaptive cardiovascular response. In this secondary analysis of a randomized controlled experiment performed in Switzerland, we evaluated the effects of two contemplative interventions on cognitive appraisals of challenge and threat and associated physiological profiles. The interventions were a standard Mindfulness-Based Stress Reduction (MBSR) program and a new program (MBSR-B), which included several elements from Buddhist practices. After an eight-week intervention, participants completed the Trier Social Stress Test (TSST) and underwent the assessment of primary cognitive appraisals and cardiovascular response to stress. The results demonstrated greater challenge appraisal in the MBSR (n = 20) and MBSR-B (n = 21) groups compared to Control (n = 24), and MBSR-B participants scored higher on the challenge than threat appraisal. At the physiological level, the groups did not differ on changes in cardiac output and total peripheral resistance. Still, an exploratory analysis demonstrated that the MBSR-B group's cardiovascular profile best resembled challenge appraisal. The results suggest that contemplative approaches foster challenge appraisal, contributing to a more adaptive response to stress.
Collapse
Affiliation(s)
- Liudmila Gamaiunova
- Institute for Social Sciences of Religions (ISSR), University of Lausanne, Quartier UNIL-Chamberonne, 1015, Lausanne, Switzerland.
- Swiss National Center of Competences in Research LIVES-Overcoming Vulnerability: Life Course Perspectives, Lausanne, Switzerland.
| | - Pierre-Yves Brandt
- Institute for Social Sciences of Religions (ISSR), University of Lausanne, Quartier UNIL-Chamberonne, 1015, Lausanne, Switzerland
| | - Matthias Kliegel
- Swiss National Center of Competences in Research LIVES-Overcoming Vulnerability: Life Course Perspectives, Lausanne, Switzerland
- Institute of Psychology, University of Lausanne, 1015, Lausanne, Switzerland
| |
Collapse
|
3
|
Malkoc S, Macher D, Hasenhütl S, Paechter M. Good performance in difficult times? Threat and challenge as contributors to achievement emotions and academic performance during the COVID-19 outbreak. Front Psychol 2023; 14:1264860. [PMID: 38046119 PMCID: PMC10690593 DOI: 10.3389/fpsyg.2023.1264860] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2023] [Accepted: 10/27/2023] [Indexed: 12/05/2023] Open
Abstract
Introduction The COVID-19 pandemic has emerged as one of the most formidable global crises, leading to the disruptions to education systems worldwide and impacting learning attitudes and psychological well-being of various learner groups, including university students. In this context, students' appraisals of adverse learning situations play a key role. It is not just the learning situation, but rather students' appraisal of it which impacts their emotions, attitudes, and behaviors in academic context. The aim of the present study was to investigate how university students' challenge and threat appraisals were related to emotional learning experiences and learning outcomes during the COVID-19 pandemic. Furthermore, the study focuses on the role of personal and external resources for learning in this context. Methods Altogether, 428 students, who attended a Psychology lecture at one Austrian university, filled in a questionnaire about their challenge and threat appraisals of learning circumstances during the COVID-19 pandemic, achievement emotions they experienced during this time as well as gender, proneness to anxiety, academic self-concept, and learning resources. Additionally, students' performance in the examination was recorded. Results The structural equation model emphasizes a crucial role of challenge and threat appraisals for students' achievement emotions in learning and exam preparation during the COVID-19 pandemic. Challenge appraisals were the strongest predictor for pleasant emotions and threat appraisals were strongest predictor for unpleasant emotions. Proneness to anxiety was related to threat appraisal as well as to experience of more unpleasant and, surprisingly, to positive emotions in adverse learning situation. Academic self-concept and learning resources were identified as important resources for learning in adverse learning situation. Unpleasant achievement emotions were directly and negatively related to academic performance and may thus be seen as a critical variable and crucial obstacle to academic performance. Discussion The present study provides implications for learning and instructions which could be implemented by universities in order to support learning and learning attitudes among university students in adverse learning situations.
Collapse
Affiliation(s)
- Smirna Malkoc
- Institute for Practical Education and Action Research, University College of Teacher Education Styria, Graz, Austria
- Educational Psychology Unit, Department of Psychology, University of Graz, Graz, Austria
| | - Daniel Macher
- Educational Psychology Unit, Department of Psychology, University of Graz, Graz, Austria
| | - Sabine Hasenhütl
- Educational Psychology Unit, Department of Psychology, University of Graz, Graz, Austria
| | - Manuela Paechter
- Educational Psychology Unit, Department of Psychology, University of Graz, Graz, Austria
| |
Collapse
|
4
|
Welsh JC, Dewhurst SA, Perry JL. The influence of mental toughness on responses to feedback in snooker: A real-time examination. PSYCHOLOGY OF SPORT AND EXERCISE 2023; 68:102466. [PMID: 37665907 DOI: 10.1016/j.psychsport.2023.102466] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/16/2022] [Revised: 05/10/2023] [Accepted: 05/14/2023] [Indexed: 09/06/2023]
Abstract
Two experiments investigated whether mental toughness (MT) is associated with the ability to respond to and/or overcome unwanted information during real-time sport performance. Participants were male snooker players ranging from club to professional level, and MT was measured using the MTQ48 (Clough et al., 2002). In experiment 1, players performed five break-off shots and received deceptive feedback (either positive or negative) from the researcher about their performance relative to other players. Then they performed another five break-offs. Results showed a significant decline in performance following feedback, but no interaction with the nature of feedback or MT variables. In experiment 2, feedback was delivered by a coach and yielded a significant effect on performance. Specifically, negative feedback improved performance while positive feedback impaired performance. The Life Control subscale of the MTQ48 was a significant covariate. The results suggest that negative feedback, delivered constructively by a respected figure, may act as a catalyst for performance enhancement in snooker and that this is moderated by MT.
Collapse
Affiliation(s)
- James C Welsh
- Liverpool John Moores University, Byrom Street, Liverpool, L3 3AF, UK; University of Hull, Cottingham Road, Hull, HU6 7RX, UK.
| | | | | |
Collapse
|
5
|
Martin AJ, Ginns P, Collie RJ. University students in COVID-19 lockdown: The role of adaptability and fluid reasoning in supporting their academic motivation and engagement. LEARNING AND INSTRUCTION 2023; 83:101712. [PMID: 36320939 PMCID: PMC9613803 DOI: 10.1016/j.learninstruc.2022.101712] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/03/2022] [Revised: 09/08/2022] [Accepted: 10/21/2022] [Indexed: 05/19/2023]
Abstract
This study drew on Job Demands-Resources theory and data from 500 Australian university students to investigate the role of COVID-related lockdown, perceived adaptability, and fluid reasoning in students' self-efficacy-and the role of these factors in students' engagement and disengagement. Lockdown was associated with higher disengagement; perceived adaptability was associated with higher self-efficacy; and both perceived adaptability and fluid reasoning were significantly and positively associated with engagement. Self-efficacy significantly mediated the relationship between perceived adaptability and engagement and disengagement, while moderation tests revealed that fluid reasoning yielded a significant positive role for the self-efficacy of students in lockdown. These findings shed light on factors during COVID-19 that are implicated in students' academic development and provide direction for psycho-educational interventions.
Collapse
|
6
|
Performance during Presentations:A Question of Challenge and Threat Responses? CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2023. [DOI: 10.1016/j.cedpsych.2023.102168] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/04/2023]
|
7
|
Martin AJ, Balzer B, Garden F, Handelsman DJ, Hawke C, Luscombe G, Paxton K, Skinner SR, Steinbeck K. The role of motivation and puberty hormones in adolescents' academic engagement and disengagement: A latent growth modeling study. LEARNING AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.lindif.2022.102213] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
|
8
|
Sen W, Hong Z, Xiaomei Z. Effects of human–machine interaction on employee’s learning: A contingent perspective. Front Psychol 2022; 13:876933. [PMID: 36160504 PMCID: PMC9490363 DOI: 10.3389/fpsyg.2022.876933] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2022] [Accepted: 07/25/2022] [Indexed: 11/13/2022] Open
Abstract
The popularization of intelligent machines such as service robot and industrial robot will make human–machine interaction, an essential work mode. This requires employees to adapt to the new work content through learning. However, the research involved human–machine interaction that how influences the employee’s learning is still rarely. This paper was to reveal the relationship between human–machine interaction and employee’s learning from the perspective of job characteristics and competence perception of employees. We sent questionnaire to 500 employees from 100 artificial intelligence companies in China and received 319 valid and complete responses. Then, we adopted a hierarchical regression for the test. Empirical results show that human–machine interaction has a U-shaped curvilinear relationship with employee learning, and employee’s vitality mediates the curvilinear relationship. In addition, job characteristics (skill variety and job autonomy) moderate the U-shaped curvilinear relationship between human–machine interaction and employee’s vitality, especially the results of moderating effects varying with employee’s competence perception. Exploring the mechanism of the effect of human–machine interaction on employee’s learning enriches the socially embedded model. Moreover, it provides managerial implications how to enhance individual adaptability with the introduction of AI into firms. However, our research focuses more on the impact of human–machine interaction on employees at the initial stage of AI development, and the level of machine intelligence in various industries will reach a high degree of autonomy in the future. The future research can explore the impact of human–machine interaction on individual’s behavior at different stages, and the results may vary depending on the technologies mastered by different individuals. The study has theoretical and practical significance to human–machine interaction literature by underscoring the important of individual’s behavior among individuals with different skills.
Collapse
Affiliation(s)
- Wang Sen
- Department of Business Administration, School of Management, Beijing Union University, Beijing, China
| | - Zhao Hong
- Department of Business Administration, School of Business Administration, Nanjing University of Finance and Economics, Nanjing, China
- *Correspondence: Zhao Hong,
| | - Zhu Xiaomei
- Department of Business Administration, School of Management, Beijing Union University, Beijing, China
| |
Collapse
|
9
|
Japutra A, Molinillo S, Fitri Utami A, Adi Ekaputra I. Exploring the effect of relative advantage and challenge on customer engagement behavior with mobile commerce applications. TELEMATICS AND INFORMATICS 2022. [DOI: 10.1016/j.tele.2022.101841] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
|
10
|
Counts CJ, Ginty AT, Larsen JM, Kampf TD, John-Henderson NA. Childhood Trauma and Cortisol Reactivity: An Investigation of the Role of Task Appraisals. Front Psychol 2022; 13:803339. [PMID: 35478771 PMCID: PMC9035543 DOI: 10.3389/fpsyg.2022.803339] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2021] [Accepted: 03/21/2022] [Indexed: 11/15/2022] Open
Abstract
Background Childhood adversity is linked to adverse health in adulthood. One posited mechanistic pathway is through physiological responses to acute stress. Childhood adversity has been previously related to both exaggerated and blunted physiological responses to acute stress, however, less is known about the psychological mechanisms which may contribute to patterns of physiological reactivity linked to childhood adversity. Objective In the current work, we investigated the role of challenge and threat stress appraisals in explaining relationships between childhood adversity and cortisol reactivity in response to an acute stressor. Methods Undergraduate students (n = 81; 61% female) completed an online survey that included general demographic information and the Risky Families Questionnaire 24 h before a scheduled lab visit. In the lab, a research assistant collected a baseline salivary cortisol sample. Following the baseline period, participants were read instructions for the Trier Social Stress Test (TSST), a validated psychological lab stressor. Next, they completed a challenge vs. threat task appraisal questionnaire and completed the speech and math portion of the TSST. Twenty minutes following the start of the TSST, a second salivary sample was collected to measure changes in salivary cortisol following the TSST. Results Linear regression analyses adjusted for age, sex, childhood socioeconomic status (SES), and baseline cortisol levels, showed childhood adversity associated with changes in cortisol levels [B = –0.29 t(73) = –2.35, p = 0.02, R2=0.07]. Linear regression analyses controlling for age, sex, and childhood SES showed childhood adversity associated with both challenge [B = –0.52 t(74) = –5.04, p < 0.001, R2=0.24] and threat [B = 0.55 t(74) = 5.40, p < 0.001, R2=0.27] appraisals. Significant indirect effects of childhood trauma on cortisol reactivity were observed through challenge appraisals [B = –0.01 (95% confidence interval = –0.02, –0.003)], and threat appraisals [B = –0.01 (95% confidence interval = –0.01, –0.003)]. Conclusion Childhood adversity may contribute to blunted cortisol reactivity, a pattern of response which is linked to obesity, addiction, and other behavior-related diseases. Our findings suggest that this relationship is in part a product of stress appraisals.
Collapse
Affiliation(s)
| | - Annie T. Ginty
- Department of Psychology and Neuroscience, Baylor University, Waco, TX, United States
| | | | | | - Neha A. John-Henderson
- Montana State University, Bozeman, MT, United States
- *Correspondence: Neha A. John-Henderson,
| |
Collapse
|
11
|
Effect of childhood maltreatment on cardiovascular response habitation to repeated psychosocial stress. Int J Psychophysiol 2021; 172:10-16. [PMID: 34954315 DOI: 10.1016/j.ijpsycho.2021.12.005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2021] [Revised: 09/23/2021] [Accepted: 12/13/2021] [Indexed: 11/21/2022]
Abstract
Childhood maltreatment as an early-life stress leads to cardiovascular stress response dysregulation manifested by either exaggerated or blunted stress responses. However, little is known how childhood maltreatment affects cardiovascular response habituation to recurrent stress, which implicated in the long-term health effects of chronic stress. The scale of Childhood Trauma Questionnaire (CTQ) was administered to 192 healthy undergraduates who underwent continuous cardiovascular monitoring [heart rate (HR), blood pressure (BP), cardiac output (CO) and total peripheral resistance (TPR)] while facing two consecutive psychosocial stress exposures (public speaking tasks). Results showed that childhood maltreatment was negatively associated with HR and CO reactivity to the first stress exposure and HR reactivity to the second stress exposure. Even after controlling for depression symptoms, both high and low childhood maltreatment groups (upper and lower 27% of total CTQ scores) exhibited HR and CO response habituation to repeated stress exposures, but high childhood maltreatment group showed blunted HR and CO reactivity to the first stress exposure compared with low childhood maltreatment group. These findings suggest that the observed cardiovascular response habituation to repeated stress following initial blunted (i.e., inadequate) reactivity among individuals with high childhood maltreated experiences might be maladaptive, which would lead to cardiovascular disease risk.
Collapse
|
12
|
Lee YH. The Roles of Different Appraisals in Anxiety and Emotional Exhaustion: A Case of NCAA Division I Head Coaches. AMERICAN JOURNAL OF PSYCHOLOGY 2021. [DOI: 10.5406/amerjpsyc.134.3.0269] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Abstract
The complex and unpredictable nature of sport competitions causes athletic coaches to experience a substantial amount of anxiety, which can be detrimental to their well-being and performance. Therefore, it is important to identify the psychological process of how coaches manage their anxiety. The purpose of this study is to examine the relationships between the four different cognitive appraisals, anxiety, and emotional exhaustion among coaches. To accomplish this objective, 203 head coaches in National Collegiate Athletic Association Division I were recruited to complete an online questionnaire. The findings indicate that the goal incongruence appraisal positively predicts reported anxiety, whereas the coping efficacy appraisal negatively predicts it. Furthermore, reported anxiety is positively associated with subjective ratings of emotional exhaustion. The findings of this study contribute to the understanding of the cognitive appraisal process of emotion by demonstrating how different appraisals are associated with anxiety. Additionally, the finding can help coaches use more effective cognitive appraisals to enhance their emotional experience.
Collapse
|
13
|
Behnke M, Hase A, Kaczmarek LD, Freeman P. Blunted cardiovascular reactivity may serve as an index of psychological task disengagement in the motivated performance situations. Sci Rep 2021; 11:18083. [PMID: 34508160 PMCID: PMC8433313 DOI: 10.1038/s41598-021-97670-0] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2021] [Accepted: 08/24/2021] [Indexed: 11/09/2022] Open
Abstract
Challenge and threat models predict that once individuals become engaged with performance, their evaluations and cardiovascular response determine further outcomes. Although the role of challenge and threat in predicting performance has been extensively tested, few studies have focused on task engagement. We aimed to investigate task engagement in performance at the psychological and physiological levels. We accounted for physiological task engagement by examining blunted cardiovascular reactivity, the third possible cardiovascular response to performance, in addition to the challenge/threat responses. We expected that low psychological task engagement would be related to blunted cardiovascular reactivity during the performance. Gamers (N = 241) completed five matches of the soccer video game FIFA 19. We recorded psychological task engagement, heart rate reactivity, and the difference between goals scored and conceded. Lower psychological task engagement was related to blunted heart rate reactivity during the performance. Furthermore, poorer performance in the previous game was related to increased task engagement in the subsequent match. The findings extend existing literature by providing initial evidence that blunted cardiovascular reactivity may serve as the index of low task engagement.
Collapse
Affiliation(s)
- Maciej Behnke
- Faculty of Psychology and Cognitive Science, Adam Mickiewicz University, 60-568, Poznan, Poland.
| | - Adrian Hase
- Department of Medicine, Université de Fribourg, 1700, Fribourg, Switzerland
| | - Lukasz D Kaczmarek
- Faculty of Psychology and Cognitive Science, Adam Mickiewicz University, 60-568, Poznan, Poland
| | - Paul Freeman
- School of Sport, Rehabilitation and Exercise Sciences, University of Essex, Essex, CO4 3SQ, UK
| |
Collapse
|
14
|
Feldhammer-Kahr M, Tulis M, Leen-Thomele E, Dreisiebner S, Macher D, Arendasy M, Paechter M. It's a Challenge, Not a Threat: Lecturers' Satisfaction During the Covid-19 Summer Semester of 2020. Front Psychol 2021; 12:638898. [PMID: 34305711 PMCID: PMC8292608 DOI: 10.3389/fpsyg.2021.638898] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2020] [Accepted: 06/01/2021] [Indexed: 11/13/2022] Open
Abstract
The summer semester had just begun at Austrian and German universities when Covid-19 was declared a global pandemic by the World Health Organization. Thus, in March 2020, all universities closed their campuses, switching to distance learning within the span of about a single day. How did lecturers handle the situation? Were they still able to turn the situation into a positive one? What were the main obstacles with this difficult situation, and where there conditions which helped them to overcome the new challenges? These are research questions of the present survey with a sample of 1,152 lecturers at universities in Austria and Germany. The survey focuses on the lecturers' appraisals of the novel situation as challenging or threatful. These appraisals are important for approaching a situation or shying away from it. However, how well a person adjusts to a novel situation is also influenced by personal and environmental resources which help to overcome the situation. The present survey focused on four possible sources of influence: internal assessments of the situation determining it to be threatening and/or challenging, personal resources, attitudes, and support by the organization. It was investigated to which degree these sources of influence could contribute to the lecturers' satisfaction (or dissatisfaction) with their teaching processes. A multiple regression with three criterion variables describing university lecturers' perceived satisfaction with distance teaching was carried out. Predictor variables were the lecturers' appraisals of challenge and threat, perceived support by the university and sense of belonging to the university, temporal resources, proficiency in using digital technologies, length of teaching experience, and gender. Lecturers were mostly satisfied with their teaching activities. Together with the perception of a low threat potential, challenge appraisals contributed strongest to satisfaction. In comparison, assessments of actual personal resources, skills in the use of digital technologies, teaching experience, and temporal resources were important but contributed less to satisfaction than challenge appraisals. It seems that lecturers were only able to use these resources when the technological resources were available and when the lecturers were confident in their technical abilities.
Collapse
Affiliation(s)
| | - Maria Tulis
- Department of Psychology, University of Salzburg, Salzburg, Austria
| | | | - Stefan Dreisiebner
- Department of Corporate Leadership and Entrepreneurship, University of Graz, Graz, Austria
| | - Daniel Macher
- Institute of Psychology, University of Graz, Graz, Austria
| | | | | |
Collapse
|
15
|
Martin AJ, Ginns P, Burns EC, Kennett R, Munro-Smith V, Collie RJ, Pearson J. Assessing Instructional Cognitive Load in the Context of Students' Psychological Challenge and Threat Orientations: A Multi-Level Latent Profile Analysis of Students and Classrooms. Front Psychol 2021; 12:656994. [PMID: 34276480 PMCID: PMC8281884 DOI: 10.3389/fpsyg.2021.656994] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2021] [Accepted: 05/27/2021] [Indexed: 11/13/2022] Open
Abstract
To better understand instructional cognitive load, it is important to operationalize and assess it in novel ways that can reveal how different students perceive and experience this load as either challenging or threatening. The present study administered a recently developed instruction assessment tool-the Load Reduction Instruction Scale-Short (LRIS-S)-to N = 2,071 students in 188 high school science classrooms. Multilevel latent profile analysis (LPA) was used to identify student and classroom profiles based on students' reports of instructional cognitive load (load reduction instruction, LRI; using the LRIS-S) and their accompanying psychological challenge orientations (self-efficacy and growth goals), and psychological threat orientations (anxiety and failure avoidance goals). In phase 1 of analyses (investigating students; Level 1), we identified 5 instructional-psychological student profiles that represented different presentations of instructional load, challenge orientation, and threat orientation, ranging from the most maladaptive profile (the Instructionally-Overburdened & Psychologically-Resigned profile) to the most adaptive profile (Instructionally-Optimized & Psychologically-Self-Assured profile). The derived profiles revealed that similar levels of perceived instructional load can be accompanied by different levels of perceived challenge and threat. For example, we identified two profiles that were both instructionally-supported but who varied in their accompanying psychological orientations. Findings also identified profiles where students were dually motivated by both challenge and threat. In turn, these profiles (and their component scores) were validated through their significant associations with persistence, disengagement, and achievement. In phase 2 of analyses (investigating students and classrooms; Levels 1 and 2), we identified 3 instructional-psychological classroom profiles that varied in instructional cognitive load, challenge orientations, and threat orientations: Striving classrooms, Thriving classrooms, and Struggling classrooms. These three classroom profiles (and their component scores) were also validated through their significant associations with classroom-average persistence, disengagement, and achievement-with Struggling classrooms reflecting the most maladaptive outcomes and Thriving classrooms reflecting the most adaptive outcomes. Taken together, findings show that considering instructional cognitive load (and new approaches to empirically assessing it) in the context of students' accompanying psychological orientations can reveal unique insights about students' learning experiences and about important differences between classrooms in terms of the instructional load that is present.
Collapse
Affiliation(s)
| | - Paul Ginns
- The University of Sydney, Sydney, NSW, Australia
| | | | - Roger Kennett
- University of New South Wales, Kensington, NSW, Australia
| | | | | | - Joel Pearson
- University of New South Wales, Kensington, NSW, Australia
| |
Collapse
|
16
|
Burns EC, Martin AJ, Kennett RK, Pearson J, Munro-Smith V. Optimizing science self-efficacy: A multilevel examination of the moderating effects of anxiety on the relationship between self-efficacy and achievement in science. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2021. [DOI: 10.1016/j.cedpsych.2020.101937] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
|
17
|
McGreary M, Eubank M, Morris R, Whitehead A. Thinking Aloud: Stress and Coping in Junior Cricket Batsmen During Challenge and Threat States. Percept Mot Skills 2020; 127:1095-1117. [PMID: 32640875 PMCID: PMC7739129 DOI: 10.1177/0031512520938911] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The present study examined stress and coping of cricket batsmen during challenge and threat states using the Think-Aloud method. Ten male elite-level junior cricket batsmen took part in the study. A repeated measures design was implemented, with participants verbalizing while both in (a) a threat state and (b) a challenge state. Participants were required to score 36 runs in 30 balls during the threat and challenge conditions. Verbalizations were subsequently transcribed verbatim and analyzed for stressors, coping strategies, and any other reoccurring themes. A paired-samples t-test was conducted to examine differences in the number of verbalizations made for each theme between conditions. Ten secondary themes were grouped into four primary themes; these included (a) stressors, (b) problem-focused coping, (c) emotion-focused coping, and (d) gathering information. There were significant differences( p⩽0.05) between stressor verbalizations, with significantly more verbalizations made by participants during a threat state. No significant differences were found between any other themes. Thus, during a threat state, participants reported significantly more stressor verbalizations compared to a challenge state, while there were no significant differences in coping strategies reported (p>0.05). This finding offers a potential explanation for why athletic performance diminishes when in a threat state, as athletes then experience a greater number of stressors but do not report engaging in more coping strategies.
Collapse
Affiliation(s)
- Michael McGreary
- School of Sport and Exercise Sciences, 4589Liverpool John Moores University
| | - Martin Eubank
- School of Sport and Exercise Sciences, 4589Liverpool John Moores University
| | - Robert Morris
- School of Sport and Exercise Sciences, 4589Liverpool John Moores University
| | - Amy Whitehead
- School of Sport and Exercise Sciences, 4589Liverpool John Moores University
| |
Collapse
|
18
|
Hase A, aan het Rot M, de Miranda Azevedo R, Freeman P. Threat-related motivational disengagement: Integrating blunted cardiovascular reactivity to stress into the biopsychosocial model of challenge and threat. ANXIETY STRESS AND COPING 2020; 33:355-369. [DOI: 10.1080/10615806.2020.1755819] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
Affiliation(s)
- Adrian Hase
- Faculty Branch in Poznan, SWPS University of Social Sciences and Humanities, Poznań, Poland
| | - Marije aan het Rot
- Department of Psychology, University of Groningen, Groningen, Netherlands
| | | | - Paul Freeman
- School of Sport, Rehabilitation and Exercise Sciences, University of Essex, Colchester, UK
| |
Collapse
|
19
|
Meijen C, Turner M, Jones MV, Sheffield D, McCarthy P. A Theory of Challenge and Threat States in Athletes: A Revised Conceptualization. Front Psychol 2020; 11:126. [PMID: 32116930 PMCID: PMC7016194 DOI: 10.3389/fpsyg.2020.00126] [Citation(s) in RCA: 37] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2019] [Accepted: 01/16/2020] [Indexed: 01/01/2023] Open
Abstract
The Theory of Challenge and Threat States in Athletes (TCTSA) provides a psychophysiological framework for how athletes anticipate motivated performance situations. The purpose of this review is to discuss how research has addressed the 15 predictions made by the TCTSA, to evaluate the mechanisms underpinning the TCTSA in light of the research that has emerged in the last 10 years, and to inform a revised TCTSA (TCTSA-R). There was support for many of the 15 predictions in the TCTSA, with two main areas for reflection identified: to understand the physiology of challenge and to re-evaluate the concept of resource appraisals. This re-evaluation informs the TCTSA-R, which elucidates the physiological changes, predispositions, and cognitive appraisals that mark challenge and threat states. First, the relative strength of the sympathetic nervous system response is outlined as a determinant of challenge and threat patterns of reactivity and we suggest that oxytocin and neuropeptide Y are also key indicators of an adaptive approach to motivated performance situations and can facilitate a challenge state. Second, although predispositions were acknowledged within the TCTSA, how these may influence challenge and threat states was not specified. In the TCTSA-R, it is proposed that one's propensity to appraise stressors is a challenge that most strongly dictates acute cognitive appraisals. Third, in the TCTSA-R, a more parsimonious integration of Lazarusian ideas of cognitive appraisal and challenge and threat is proposed. Given that an athlete can make both challenge and threat primary appraisals and can have both high or low resources compared to perceived demands, a 2 × 2 bifurcation theory of challenge and threat is proposed. This reflects polychotomy of four states: high challenge, low challenge, low threat, and high threat. For example, in low threat, an athlete can evince a threat state but still perform well so long as they perceive high resources. Consequently, we propose suggestions for research concerning measurement tools and a reconsideration of resources to include social support. Finally, applied recommendations are made based on adjusting demands and enhancing resources.
Collapse
Affiliation(s)
- Carla Meijen
- Department of Sport and Exercise Science, Faculty of Sport, Health and Applied Science, St Mary’s University, Twickenham, London, United Kingdom
| | - Martin Turner
- Department of Psychology, Faculty of Health, Psychology and Social Care, Manchester Metropolitan University, Manchester, United Kingdom
| | - Marc V. Jones
- Department of Psychology, Faculty of Health, Psychology and Social Care, Manchester Metropolitan University, Manchester, United Kingdom
| | - David Sheffield
- School of Human Sciences, College of Life and Natural Sciences, University of Derby, Derby, United Kingdom
| | - Paul McCarthy
- Department of Psychology, School of Health and Life Sciences, Glasgow Caledonian University, Glasgow, United Kingdom
| |
Collapse
|