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Cerebral Cortex (New York, N.Y. : 1991) Mar 2023Anxiety impacts performance monitoring, though theory and past research are split on how and for whom. However, past research has often examined either trait anxiety in...
Anxiety impacts performance monitoring, though theory and past research are split on how and for whom. However, past research has often examined either trait anxiety in isolation or task-dependent state anxiety and has indexed event-related potential components, such as the error-related negativity or post-error positivity (Pe), calculated at a single node during a limited window of time. We introduced 2 key novelties to this electroencephalography research to examine the link between anxiety and performance monitoring: (i) we manipulated antecedent, task-independent, state anxiety to better establish the causal effect; (ii) we conducted moderation analyses to determine how state and trait anxiety interact to impact performance monitoring processes. Additionally, we extended upon previous work by using a microstate analysis approach to isolate and sequence the neural networks and rapid mental processes in response to error commission. Results showed that state anxiety disrupts response accuracy in the Stroop task and error-related neural processes, primarily during a Pe-related microstate. Source localization shows that this disruption involves reduced activation in the dorsal anterior cingulate cortex and compensatory activation in the right lateral prefrontal cortex, particularly among people high in trait anxiety. We conclude that antecedent anxiety is largely disruptive to performance monitoring.
Topics: Humans; Brain Mapping; Electroencephalography; Evoked Potentials; Anxiety; Mental Processes; Brain
PubMed: 35989310
DOI: 10.1093/cercor/bhac307 -
Annals of the New York Academy of... Jun 2022Anxiety within the domains of math and spatial reasoning have consistently been shown to predict performance within those domains. However, little work has focused on...
Anxiety within the domains of math and spatial reasoning have consistently been shown to predict performance within those domains. However, little work has focused on how specific these associations are. Across two studies, we systematically tested the degree of specificity in relations between anxiety and performance within math and spatial reasoning. Results consistently showed that anxiety within a cognitive domain predicted performance in that domain even when controlling for other forms of anxiety, providing evidence that cognition-specific anxieties are valuable for understanding cognition-specific performance. We also found that general trait anxiety did not explain a significant portion the anxiety-performance link in either math or spatial reasoning, suggesting that these anxiety-performance associations are not due to the propensity to feel anxious generally. Interestingly, while spatial anxiety did not explain any of the anxiety-performance association in math, math anxiety did explain a significant portion of the anxiety-performance link in spatial reasoning. These results suggest that, while links between anxiety and performance cannot be reduced to a single underlying general anxiety construct, there may nevertheless be overlap between domain anxieties. We end by calling for a more detailed examination of the unique and shared mechanisms linking anxiety and performance across disparate cognitive domains.
Topics: Anxiety; Anxiety Disorders; Emotions; Humans; Mathematics; Problem Solving
PubMed: 35220582
DOI: 10.1111/nyas.14761 -
Journal of Experimental Child Psychology Oct 2021Vocational interest in science, technology, engineering, and math (STEM) fields in middle school can predict life outcomes, including enrollment in STEM courses and...
Vocational interest in science, technology, engineering, and math (STEM) fields in middle school can predict life outcomes, including enrollment in STEM courses and pursuing STEM careers. Numerical performance, as well as emotional factors such as math anxiety (MA), may influence vocational interests. The constructs of both vocational interests and MA are sensitive to gender differences. Accordingly, this study explored whether the relations among MA, numerical performance, and math vocational interests among middle-school students vary by gender. A sample of 127 ninth-grade students (68 females) performed a computation task and completed MA and trait anxiety (TA) questionnaires. A math vocational interest questionnaire was composed and assessed with an additional sample of 89 ninth-grade students. For females, MA, but not TA or numerical performance, predicted math vocational interest. Those with low MA levels tended to be interested in careers with higher math proficiency such as STEM careers. For males, high numerical performance and low TA, but not MA, related to interest in careers with high math proficiency. Bayes factors indicated that the data strongly supported the theory. The findings support the assumption that high MA levels affect the career plans of female students, whereas low numerical performance can account for both MA levels and future career plans of male students. It is essential to investigate how career aspirations are shaped in young students to promote the choice of STEM careers, especially among underrepresented populations such as females.
Topics: Anxiety; Bayes Theorem; Career Choice; Engineering; Female; Humans; Male; Mathematics
PubMed: 34198037
DOI: 10.1016/j.jecp.2021.105214 -
Diving and Hyperbaric Medicine Jun 2020Anxiety is a substantial consideration in scuba diving and may influence a diver's performance and cognitive activities. This study aimed to simultaneously observe the...
INTRODUCTION
Anxiety is a substantial consideration in scuba diving and may influence a diver's performance and cognitive activities. This study aimed to simultaneously observe the effect of anxiety trait on actual diving performance and underwater cognitive processing ability.
METHODS
Twenty-seven scuba divers completed the STAI-T component of the State-Trait Anxiety Inventory, and were subdivided into two groups on the basis of trait anxiety scores ≥ 39 and < 39. Scuba diving performance was measured in a pool. The completion time of four standardised scuba skills was recorded by a diving instructor. The correct completion rate and response time for a cognitive function assessment (number-Stroop test) were measured both on land ('dry') and underwater at 5 metres' fresh water.
RESULTS
Anxiety trait was associated with prolonged mask clearing: mean completion time 7.1 (SD 3.2) s vs. 10.8 (5.4) s in low and high anxiety trait divers respectively (P = 0.04). Low (vs high) anxiety trait divers had reduced response times for the number-Stroop test: 49.8 (3.0) s vs. 53.3 (5.4) s (P = 0.04) dry, and 64.4 (5.0) s vs. 72.5 (5.5) s (P < 0.01) underwater. Performance of other skills was not significantly affected by trait anxiety nor correlated with the number-Stroop test results.
CONCLUSIONS
Personal anxiety trait prolongs mask clearing and underwater cognitive processing ability but the latter did not affect execution of other underwater scuba diving skills.
Topics: Anxiety; Cognition; Diving; Humans
PubMed: 32557414
DOI: 10.28920/dhm50.2.130-134 -
Frontiers in Psychology 2023During their career, musicians need to undergo intense periods of training to master musical instruments and become accomplished artists. Dysfunctional practice...
INTRODUCTION
During their career, musicians need to undergo intense periods of training to master musical instruments and become accomplished artists. Dysfunctional practice behaviors and anxiety are often mentioned among the possible risk factors for playing-related injuries in musicians. However, the mechanism through which these might lead to the onset of these injuries is still unclear. The present study aims at overcoming this limitation by investigating the relationship between quantitative measurements of anxiety, practice behaviors and music performance quality.
METHODS
The experiment consisted in monitoring practice behaviors in 30 pianists practicing a short musical task.
RESULTS
Most self-report anxiety measurements were positively correlated with practice time, especially those collected right before the practice sessions. Similar correlations were identified between anxiety and the number of repetitions of the musical task. Physiological markers of anxiety were only weakly related to practice behaviors. Subsequent analyses showed that high levels of anxiety were associated with poor quality of music performances at baseline. Nevertheless, the interaction between participants' learning rate and anxiety measures showed no association with performance quality scores. Moreover, anxiety and performance quality co-developed during practice sessions, showing that pianists who improved their playing were also less anxious in the latter part of the experiment.
DISCUSSION
These findings suggest that anxious musicians are likely at higher risk of developing playing-related injuries related to overuse and repetitive strains. Future directions and clinical implications are discussed.
PubMed: 37077842
DOI: 10.3389/fpsyg.2023.1152900 -
BMC Psychology Feb 2021Maths anxiety is defined as a feeling of tension and apprehension that interferes with maths performance ability, the manipulation of numbers and the solving of... (Review)
Review
BACKGROUND
Maths anxiety is defined as a feeling of tension and apprehension that interferes with maths performance ability, the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic situations. Our aim was to identify the facilitators and barriers of maths anxiety in university students.
METHOD
A scoping review methodology was used in this study. A search of databases including: Cumulative Index of Nursing and Allied Health Literature, Embase, Scopus, PsycInfo, Medline, Education Resources Information Centre, Google Scholar and grey literature. Articles were included if they addressed the maths anxiety concept, identified barriers and facilitators of maths anxiety, had a study population comprised of university students and were in Arabic or English languages.
RESULTS AND DISCUSSION
After duplicate removal and applying the inclusion criteria, 10 articles were included in this study. Maths anxiety is an issue that effects many disciplines across multiple countries and sectors. The following themes emerged from the included papers: gender, self-awareness, numerical ability, and learning difficulty. The pattern in which gender impacts maths anxiety differs across countries and disciplines. There was a significant positive relationship between students' maths self-efficacy and maths performance and between maths self-efficacy, drug calculation self-efficacy and drug calculation performance.
CONCLUSION
Maths anxiety is an issue that effects many disciplines across multiple countries and sectors. Developing anxiety toward maths might be affected by gender; females are more prone to maths anxiety than males. Maths confidence, maths values and self-efficacy are related to self-awareness. Improving these concepts could end up with overcoming maths anxiety and improving performance.
Topics: Anxiety; Anxiety Disorders; Female; Humans; Male; Mathematics; Students; Universities
PubMed: 33632322
DOI: 10.1186/s40359-021-00537-2 -
Frontiers in Psychology 2023Music performance anxiety (MPA) manifests itself at mental, physiological, and behavioral levels. The present study investigated how the experience of the three levels...
Music performance anxiety (MPA) manifests itself at mental, physiological, and behavioral levels. The present study investigated how the experience of the three levels of symptoms changes over time, and how musicians cope with these temporal changes in MPA symptoms. To this end, we conducted a questionnaire survey in which 38 student musicians freely commented on their experiences of mental and physical changes, as well as their coping strategies for these changes. This was examined during five different time periods around public performance, extending from the beginning of the preparation for a public performance until shortly before the next public performance. The free-text comments obtained from the questionnaire were analyzed thematically and classified into different response themes. We then examined the temporal changes in the frequency of comments on each response theme. We further conducted a semi-structured interview involving eight musicians to explore the responses to the questionnaire in greater detail. We analyzed the contents of the free-text comments obtained from the questionnaire and the interview for each response theme, focusing on the most frequently mentioned sub-themes. The results indicate that musicians started to experience mental MPA symptoms (e.g., negative feelings) as soon as they began to prepare for public performance. To cope with mental symptoms, musicians employed mental strategies such as positive thinking/self-talk and concentration both before and during public performance. The experience of physiological MPA symptoms (e.g., increased heart rate) peaked shortly before public performance and remained throughout performance. To cope with a variety of physiological symptoms, musicians employed physical strategies, especially deep breathing and exercise, shortly before public performance. In contrast, behavioral MPA symptoms (e.g., tremor) were experienced mostly during public performance. Some musicians also reported experiencing the actual impairment of performance quality. To avoid this, musicians employed a variety of practicing techniques (e.g., playing at a slower tempo) during the preparation for public performance and performing techniques (e.g., paying attention to expressions) during public performance. Together, the present findings indicate that mental, physiological, and behavioral symptoms of MPA exhibit differential timelines and that musicians effectively utilize different coping strategies according to the temporal changes in MPA symptoms.
PubMed: 37325759
DOI: 10.3389/fpsyg.2023.1138922 -
Frontiers in Psychology 2022Many studies have indicated that mathematics anxiety, and other negative attitudes and emotions toward mathematics, are pervasive and are associated with lower... (Review)
Review
Many studies have indicated that mathematics anxiety, and other negative attitudes and emotions toward mathematics, are pervasive and are associated with lower mathematical performance. Some previous research has suggested that working memory is related to both mathematics anxiety and mathematics. Moreover, both gender and chosen course of study (sciences vs. humanities) appeared likely to influence students' attitudes to mathematics. In the present study, 40 university undergraduates completed a battery of assessments investigating working memory, attitude to mathematics, test anxiety. and mental and written arithmetic. Attitudes to mathematics were significantly associated with the other variables: working memory, test anxiety, and both measures of mathematical performance. The other variables were not strongly associated with one another. There were no gender differences in mathematical performance, but females exhibited more negative attitudes to mathematics and higher test anxiety than males. After controlling for test anxiety, there ceased to be significant gender differences in attitudes to mathematics. Science students had more positive attitudes to mathematics than humanities students, but the groups did not differ in test anxiety, Science students were better at written but not mental arithmetic. They were also better at working memory, but this was not a significant covariate when the groups were compared on mathematical performance and attitudes to mathematics The results are discussed, with particular focus on implications for future research on influences on mathematics anxiety.
PubMed: 35330725
DOI: 10.3389/fpsyg.2022.814992 -
Journal of the Academy of... 2021β-Blockers (BBs) are a widely used class of medications with a number of medical indications. Their ability to suppress the adrenergic response has made them a target... (Review)
Review
BACKGROUND
β-Blockers (BBs) are a widely used class of medications with a number of medical indications. Their ability to suppress the adrenergic response has made them a target of investigation for treating a variety of psychiatric symptoms.
OBJECTIVE
The aim of this review is to identify evidence regarding the use of BBs for various psychiatric disorders including anxiety disorders, mood disorders, psychosis, and posttraumatic stress disorder. We also review the evidence for use for aggression and agitation and for extrapyramidal side effects of psychiatric medications.
METHODS
A search of PubMed and Google Scholar was conducted with search terms relevant to the use of BBs for psychiatric conditions. Studies were selected based on relevance to the review objective, focusing on systematic reviews and meta-analyses. Case reports were included and are clearly identified when referenced in this review.
RESULTS
A total of 44 publications were included that examined the use of BBs as treatment for the following psychiatric symptoms and conditions: anxiety disorders, depression and mood disorders, acute stress disorder and postraumatic stress disorder, psychotic disorders and extrapyramidal symptoms, as well as aggression and agitation. Additionally, adverse effects and drug-drug interactions were reviewed.
CONCLUSION
Well-characterized psychiatric uses of BBs include treating symptoms of performance anxiety and akathisia. Some positive evidence exists for BB therapy in other disorders such as specific phobia, panic disorder, and for aggression in patients with psychosis, acquired brain injury, or intellectual disability. Most of the evidence on the role of BBs in psychiatry is as adjunctive treatment for management of somatic symptoms rather than as monotherapy. Outside of performance anxiety and akathisia, the role of BBs in psychiatry has not been subjected to careful study, and further investigative trials are needed.
Topics: Adrenergic beta-Antagonists; Anxiety Disorders; Humans; Psychiatry; Psychomotor Agitation; Psychotic Disorders
PubMed: 34210401
DOI: 10.1016/j.jaclp.2020.12.009 -
Child Psychiatry and Human Development Apr 2024Many studies link anxiety in children with reading difficulties, but some facets of anxiety have been found to be positively associated with reading achievement....
Many studies link anxiety in children with reading difficulties, but some facets of anxiety have been found to be positively associated with reading achievement. Attentional Control Theory offers a potential explanation for these seemingly contradictory findings, positing that anxiety can both interfere in attentional processes and enhance effort and use of compensatory processing strategies. The current study examines the relationships between anxiety, attentional control, and reading performance (word reading/decoding and passage comprehension) in a racially-diverse sample of 251 s-grade students, 152 of whom had not met reading benchmarks using screening measures. Results showed that harm avoidance was positively associated with reading performance and physical symptoms of anxiety were negatively associated with reading performance. These links were attenuated when including attentional control in the model, suggesting mediation and lending support to Attentional Control Theory. Further research is needed to confirm causal mediation effects between anxiety, attentional control, and reading performance.
PubMed: 38676787
DOI: 10.1007/s10578-024-01701-6