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International Journal of Exercise... 2020Sport performance may be facilitated using regulatory fit, which is a match between individuals' situational strategy and their chronic self-regulatory strategy....
Sport performance may be facilitated using regulatory fit, which is a match between individuals' situational strategy and their chronic self-regulatory strategy. However, researchers have not examined the impact of regulatory fit on psychological and physiological components of sport performance, such as anxiety and arousal. Therefore, the purpose of this study was to evaluate the psychophysiological reactions to regulatory fit by examining anxiety, arousal, and sport performance. Female college-level soccer players (n = 25) were randomly assigned to the regulatory match or regulatory mismatch conditions and completed anxiety (Competitive Sport Anxiety Inventory-2R, CSAI-2R) and underwent arousal (heart rate variability, HRV; pre-ejection period, PEP) measures pre- and post-regulatory focus manipulation. Subsequently, participants completed a sport performance task (10 penalty kicks). The impact of regulatory fit on the dependent variables was explored through repeated measures ANOVAs. Results revealed a significant time effect for cognitive anxiety and self-confidence subscales of the CSAI-2R, suggesting the penalty kicking task increased cognitive anxiety and reduced self-confidence in all participants. In addition, there was a significant interaction effect of condition on pre-ejection period (PEP), with a greater increase in PEP for those experiencing regulatory fit compared to those who were not. There were non-significant interaction and main effects for all other variables. Since PEP is an inverse measure of sympathetic (SNS) modulation, experiencing regulatory fit may reduce SNS involvement in the heartbeat. Thus, the current results indicate experiencing regulatory fit may influence arousal prior to athletic competition.
PubMed: 33042378
DOI: No ID Found -
Journal of Health Psychology Sep 2021We examined whether reported higher frequencies of anxiety and depression symptoms are related to the presence of developmental coordination disorder in school-age...
We examined whether reported higher frequencies of anxiety and depression symptoms are related to the presence of developmental coordination disorder in school-age Brazilian children. A total of 272 children were assigned to six groups according to age and motor performance. The Movement Assessment Battery for Children-Second Edition evaluated the motor performance. The Spence Children's Anxiety Scale and the Child Depression Inventory assessed anxiety and depression symptoms, respectively. Brazilian children are at high risk for anxiety, regardless of motor performance and age. However, children with developmental coordination disorder report significantly more depressive symptomatology in 10-12 years compared to typically developing children.
Topics: Anxiety; Anxiety Disorders; Child; Depression; Family; Humans; Motor Skills Disorders
PubMed: 31556324
DOI: 10.1177/1359105319878253 -
Frontiers in Psychology 2023Emotional intelligence (EI) has been recently the main target in research on sports psychology. The objectives of this study were to investigate the relation between...
Emotional intelligence (EI) has been recently the main target in research on sports psychology. The objectives of this study were to investigate the relation between self-report measures of emotional intelligence, pre-competitive anxiety, and performance among students during the physical education exam of the high school final year. This cross-sectional study was conducted on a sample of 350 students attending the physical education exam in the year 2021-2022. Analysis of the correlations between the scores of Emotional intelligence and anxiety showed that self-confidence was positively correlated with all dimensions of Emotional intelligence (Beta = 0.524; = 0.000). Multivariate linear regression analysis showed that the most related items to performance were self-confidence in a positive direction ( = 0.56; = 0.000) and negatively with somatic anxiety ( = -0, 39; = 0.000). Considering the Emotional intelligence subscales, hetero-emotional management was significantly positively associated with performance ( = 0.000) however emotional perception was negatively correlated with performance ( = 0.003). These results demonstrate the importance of social and emotional learning programs for improving self-confidence and better management of emotions during physical education and sports.
PubMed: 37901091
DOI: 10.3389/fpsyg.2023.1236070 -
PloS One 2021There is a developing interdisciplinary research field which has been trying to integrate results and expertise from various scientific areas, such as affective...
There is a developing interdisciplinary research field which has been trying to integrate results and expertise from various scientific areas, such as affective computing, pedagogical methodology and psychological appraisal theories, into learning environments. Moreover, anxiety recognition and regulation has attracted the interest of researchers as an important factor in the implementation of advanced learning environments. The present article explores the test anxiety and stress awareness of university students who are attending a science course during examinations. Real-time anxiety awareness as provided by biofeedback during science exams in an academic environment is shown to have a positive effect on the anxiety students experience and on their self-efficacy regarding examinations. Furthermore, the relevant research identifies a significant relationship between the students' anxiety level and their performance. Finally, the current study indicates that the students' anxiety awareness as provided by biofeedback is related to their performance, a relationship that is mediated and explained by the students' anxiety.
Topics: Adult; Educational Measurement; Female; Humans; Male; Science; Stress, Psychological; Students; Test Anxiety
PubMed: 34910743
DOI: 10.1371/journal.pone.0261167 -
Psychiatria Danubina 2021Anxiety is one of the greatest emotional obstacles in language learning. College English teaching has shifted from focusing on external factors such as the improvement...
BACKGROUND
Anxiety is one of the greatest emotional obstacles in language learning. College English teaching has shifted from focusing on external factors such as the improvement of teaching hardware facilities to focusing on learners' language learning awareness, language psychological changes, language cognitive ability, and language emotional performance.
SUBJECTS AND METHODS
This study was carried out on a sample of 318 Chinese undergraduates. This paper suggests that emotional anxiety is a key factor leading to low language learning efficiency and has a negative impact on project-based learning performance. Then two variables: frustration of failure and learning satisfaction, are introduced, and a multi-chain mediating model is established to explore the transmission mechanism of emotional anxiety and learning performance.
RESULTS
With the increase of emotional anxiety, students' learning performance will be significantly affected in the process of project-based learning, and the results verify the negative relationship between anxiety and learning acquisition. Three paths that affect emotional anxiety on learning performance are identified, namely, "Emotional Anxiety -- Frustration of Failure -- Learning Satisfaction -- Learning Performance", "Emotional Anxiety -- Frustration of Failure -- Learning Performance" and "Emotional Anxiety -- Learning Satisfaction -- Learning Performance".
CONCLUSIONS
English learning is not only a process of language cognition, but also a process of psychological changes in learners. The achievement of learning performance is not only affected by language characteristics, students' cognitive ability, and learning environments, but also by non-intellectual factors such as learning attitude, learning motivation and emotions.
Topics: Anxiety; Anxiety Disorders; Emotions; Frustration; Humans; Language
PubMed: 34928899
DOI: 10.24869/psyd.2021.516 -
Scientific Reports Oct 2023Identifying ways to enable people to reach their creative potential is a core goal of creativity research with implications for education and professional attainment....
Identifying ways to enable people to reach their creative potential is a core goal of creativity research with implications for education and professional attainment. Recently, we identified a potential barrier to creative achievement: creativity anxiety (i.e., anxiety specific to creative thinking). Initial work found that creativity anxiety is associated with fewer real-world creative achievements. However, the more proximal impacts of creativity anxiety remain unexplored. In particular, understanding how to overcome creativity anxiety requires understanding how creativity anxiety may or may not impact creative cognitive performance, and how it may relate to state-level anxiety and effort while completing creative tasks. The present study sought to address this gap by measuring creativity anxiety alongside several measures of creative performance, while concurrently surveying state-level anxiety and effort. Results indicated that creativity anxiety was, indeed, predictive of poor creative performance, but only on some of the tasks included. We also found that creativity anxiety predicted both state anxiety and effort during creative performance. Interestingly, state anxiety and effort did not explain the associations between creativity anxiety and creative performance. Together, this work suggests that creativity anxiety can often be overcome in the performance of creative tasks, but likewise points to increased state anxiety and effort as factors that may make creative performance and achievement fragile in more demanding real-world contexts.
Topics: Humans; Creativity; Anxiety; Anxiety Disorders; Motivation; Achievement
PubMed: 37816728
DOI: 10.1038/s41598-023-39188-1 -
Journal of School Psychology Oct 2021Previous studies have shown that highly test anxious persons are more likely to meet criteria for an anxiety disorder and report more frequent symptoms of anxiety...
Previous studies have shown that highly test anxious persons are more likely to meet criteria for an anxiety disorder and report more frequent symptoms of anxiety disorders than their low test anxious counterparts. However, it is unclear whether test anxiety should be treated as distinct to, or a manifestation of, anxiety disorders. Furthermore, the Dual Factor Model of Mental Health proposes that high subjective wellbeing cannot be solely inferred from the absence of psychopathology. To date, no studies have examined the Dual Factor Model in relation to test anxiety. In the present study, we examined how test anxiety, two common anxiety disorders (i.e., generalized anxiety disorder [GAD] and panic disorder [PD]), and subjective wellbeing in the school domain (i.e., school-related wellbeing) were related in a sample of 918 adolescents (M age = 15.77 years) using network analysis and latent profile analysis. Results from the network analysis indicated that test anxiety, GAD, PD, and school-related wellbeing were represented as distinct constructs. Bridge nodes were identified that linked test anxiety with GAD, PD, and school-related wellbeing. The latent profile analysis identified three of the four profiles predicted by the Dual Factor Model, including (a) troubled (i.e., low school-related wellbeing, high test anxiety, GAD, and PD), (b) complete mental health (i.e., high school-related wellbeing, low test anxiety, GAD, and PD), and (c) symptomatic but content (i.e., average school-related wellbeing, test anxiety, GAD, and PD). We concluded that test anxiety was distinct from, rather than a manifestation of, GAD and PD. We found support for the Dual Factor Model, albeit not unequivocal, using test anxiety as an additional indicator of psychopathology to that of GAD and PD.
Topics: Adolescent; Anxiety; Anxiety Disorders; Humans; Panic Disorder; Schools; Test Anxiety
PubMed: 34625210
DOI: 10.1016/j.jsp.2021.08.001 -
Diving and Hyperbaric Medicine Sep 2021
Topics: Anxiety; Diving; Humans
PubMed: 34547784
DOI: 10.28920/dhm51.3.306-307 -
Effects of Psychological Capital and Sport Anxiety on Sport Performance in Collegiate Judo Athletes.American Journal of Health Behavior Apr 2022In this paper, we explore the relationship between the psychological capital, sport anxiety, and sport performance of collegiate judo athletes. The research object is...
In this paper, we explore the relationship between the psychological capital, sport anxiety, and sport performance of collegiate judo athletes. The research object is the collegiate first-division judo athletes in Taiwan. Convenience sampling was used to conduct an online survey. A total of 106 questionnaires were issued, 102 valid questionnaires were returned, and the effective response rate was 96.23%. The data were analyzed by using confirmatory factor analysis (CFA) and structural equation modeling (SEM). The psychological capital of collegiate judo athletes has a significant positive impact on sport performance; moreover, the sport anxiety of collegiate judo athletes has a significant negative impact on psychological capital. Through psychological capital, sport performance can be improved. Therefore, psychological capital has an intermediary effect. This study shows the higher the level of mental capital of collegiate judo athletes, the better the positive impact on sport performance; in addition, the higher the sport anxiety, the lower the psychological capital. However, sport anxiety can improve sport performance through psychological capital; therefore, we recommend that the training plan of collegiate judo athletes focus on strengthening the athletes' mental skills to improve their sport performance.
Topics: Anxiety; Anxiety Disorders; Athletes; Humans; Martial Arts; Surveys and Questionnaires
PubMed: 35501965
DOI: 10.5993/AJHB.46.2.9 -
Frontiers in Psychology 2023Highly accomplished doctoral students may suffer when they cannot manage their performance due to the crippling effects of anxiety and stress. This is even more likely...
INTRODUCTION
Highly accomplished doctoral students may suffer when they cannot manage their performance due to the crippling effects of anxiety and stress. This is even more likely to occur in the highly charged setting of competitive research. Using a structural equation modeling approach, this study examined how anxiety and stress impact the performance of Chinese doctoral students through self-regulated learning.
METHODS
A total of 491 doctoral students and recent completers representing 112 universities in China participated in this study. A 42-item five-point Likert scale survey was used to measure participants' perceived anxiety (emotional and physical reactions), stress (study- and research-related stress), self-regulated learning, and performance (task and contextual performance) in their doctoral studies. Specifically, the extent to which participants' self-regulated learning mediated the influence of anxiety and stress on their task performance and contextual performance in their doctoral studies, as well as significant structural equation modeling differences across demographic variables of gender (i.e., male versus female), major (i.e., arts versus sciences), status (i.e., individuals pursuing a doctoral degree versus recent completers), and age (i.e., 30 and younger versus over 30) were examined.
RESULTS AND DISCUSSION
The results indicated that self-regulated learning considerably affected task and contextual performance; stress had a considerable direct effect on task and contextual performance; the indirect influence of stress on task and contextual performance via self-regulated learning was significant; and there was a significant structural equation modeling difference between arts and sciences doctoral students. Educational implications are discussed.
PubMed: 36818112
DOI: 10.3389/fpsyg.2023.985379