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Anxiety, Stress, and Coping Jul 2022Depersonalization is common in anxiety disorders, but little is known about factors that influence co-occurring anxiety and depersonalization.
BACKGROUND OBJECTIVES
Depersonalization is common in anxiety disorders, but little is known about factors that influence co-occurring anxiety and depersonalization.
DESIGN
We investigated trait moderators of the relationships between state and trait anxiety and depersonalization to better understand their co-occurrence and to identify potential points of intervention.
METHODS
Adults recruited on Amazon Mechanical Turk ( = 303) completed two computer tasks designed to increase variability in state anxiety and depersonalization as well as several self-report questionnaires.
RESULTS
As hypothesized, anxiety positively predicted depersonalization at both a state level and trait level. Moreover, as hypothesized, the trait anxiety-trait depersonalization relationship was strengthened by greater anxiety sensitivity; distress intolerance; and negative interpretation bias for anxiety sensations, and for depersonalization sensations. None of these hypothesized trait moderators significantly strengthened the state anxiety-state depersonalization relationship.
CONCLUSIONS
These findings suggest that, on a trait level, anxiety and depersonalization more frequently co-occur when people catastrophically misinterpret their symptoms or have lower emotional distress tolerance.
Topics: Adult; Anxiety; Anxiety Disorders; Depersonalization; Emotions; Humans; Self Report
PubMed: 34524043
DOI: 10.1080/10615806.2021.1977797 -
Archives of Psychiatric Nursing Apr 2022Many COVID-19 patients with low to moderate disease severity were cared for at home by family members. Caring for relatives with COVID-19 could have a psychiatric...
PURPOSE
Many COVID-19 patients with low to moderate disease severity were cared for at home by family members. Caring for relatives with COVID-19 could have a psychiatric disorder for informal caregivers. Therefore, this study aimed to investigate the psychiatric disorders of family caregivers of relatives with COVID-19, in Iran.
METHODS
This online survey was conducted with 350 family caregivers over 18 years from April to July 2020, which was guided by the STROBE checklist. The study survey consisted of socio-demographic items, 7-items fear of COVID-19 scale, and a 21-item version of the depression, anxiety, and stress scales.
RESULTS
The mean (standard deviation) scores for depression, anxiety, and stress were 20 (0.40), 19.52 (0.39), and 19.72 (0.35), respectively, moreover for fear of COVID-19 was 20.33 (0.43). Of all family caregivers, 77.75%, 75%, and 80% had depression, anxiety, and stress, respectively. Sixty-nine percent of caregivers had fear with moderate to high severity. Being younger, married, having a health-related occupation, not exercising, and high monthly salary were significant predictors of the total score of depression, anxiety, and stress scale (P < 0.05). Further, being married, having a health-related occupation, and not exercising, having comorbidity, high income, and being younger were independent predictors of fear of COVID-19 (P < 0.05). Only 32% and 33% of the variance of total depression, anxiety, and stress, and fear of COVID-19 scores were predicted by the studied variables (p < 0.001).
CONCLUSION
Our study demonstrated the high prevalence of psychiatric disorders in family caregivers, which requires swift and comprehensive attention from authorities.
Topics: Anxiety; Anxiety Disorders; COVID-19; Caregivers; Humans; Stress, Psychological
PubMed: 35337441
DOI: 10.1016/j.apnu.2021.07.005 -
Journal of the American Heart... Jun 2020
Topics: Anxiety; Hospitals; Humans; Length of Stay; Patient Readmission; Percutaneous Coronary Intervention; ST Elevation Myocardial Infarction
PubMed: 32468898
DOI: 10.1161/JAHA.120.016832 -
Psychiatry Research Mar 2022The COVID-19 pandemic hit individuals with chronic conditions the hardest. It is known that anxiety symptoms are frequent in post-COVID conditions. We want to examine...
The COVID-19 pandemic hit individuals with chronic conditions the hardest. It is known that anxiety symptoms are frequent in post-COVID conditions. We want to examine whether multimorbidity is associated with anxiety in post-COVID patients. We reported descriptive statistics from 389 post-COVID patients and perform a linear regression with anxiety symptoms measured using the Hospital Anxiety and Depression (HAD) scale. For each extra chronic condition, there was a mean increase of 0.11 in the HAD-anxiety score. However, there was a reduction for age and being male. These findings can potentially help policy-makers better organize post-COVID health services and improve patients care.
Topics: Anxiety; COVID-19; Depression; Humans; Male; Multimorbidity; Pandemics; SARS-CoV-2
PubMed: 35124546
DOI: 10.1016/j.psychres.2022.114427 -
Revue Medicale de Liege May 2023Functional disorders are symptoms that arise in the absence of an underlying organic cause. They represent a challenge for the clinician and a source of anxiety and...
Functional disorders are symptoms that arise in the absence of an underlying organic cause. They represent a challenge for the clinician and a source of anxiety and discomfort for the patient that can significantly alter the quality of life. The goal of treatment is first to exclude potential organic causes. Then, a combination of pharmacological and non-pharmacological measures is usually proposed with variable therapeutic results.
Topics: Humans; Quality of Life; Dermatology; Anxiety
PubMed: 37350220
DOI: No ID Found -
CBE Life Sciences Education Jun 2022The ability to program in R, an open-source statistical program, is increasingly valued across job markets, including ecology. The benefits of teaching R to...
The ability to program in R, an open-source statistical program, is increasingly valued across job markets, including ecology. The benefits of teaching R to undergraduates are abundant, but learning to code in R may induce anxiety for students, potentially leading to negative learning outcomes and disengagement. Anecdotes suggest a gender differential in programming anxiety, with women experiencing greater anxiety. Currently, we do not know the extent to which programming anxiety exists in our undergraduate biology classrooms, whether it differs by gender, and what instructors can do to alleviate it. Instructor immediacy has been shown to mediate related anxieties such as quantitative and computer anxiety. Likewise, students' use of adaptive coping strategies may mitigate anxieties. We investigated students' R anxiety within a lower-division ecology course and explored its relationships with gender, instructor immediacy, classroom engagement, and reported coping strategies. Women reported significantly higher R anxiety than men, a gap that narrowed, yet persisted over the semester. In addition, several specific coping skills were associated with decreases in R anxiety and increases in self-concept and sense of control; these differed by gender identity. Our findings can guide future work to identify interventions that lessen programming anxiety in biology classes, especially for women.
Topics: Adaptation, Psychological; Anxiety; Female; Gender Identity; Humans; Male; Sex Factors; Students
PubMed: 35426729
DOI: 10.1187/cbe.21-05-0133 -
Proceedings of the National Academy of... Feb 2022Math anxiety is a common affective disorder in students that is characterized by intrusive thoughts that disrupt critical cognitive resources required for math...
Math anxiety is a common affective disorder in students that is characterized by intrusive thoughts that disrupt critical cognitive resources required for math problem-solving. Consistent associations between math anxiety and math achievement have been observed across countries and age groups, placing math anxiety among other important correlates of math achievement, such as socioeconomic status and magnitude representation ability. However, studies examining math anxiety's relation to achievement have largely focused on the effect of students' own math anxiety (individual effect), while little is known regarding the effect of math anxiety in students' educational context (contextual effect). Using three international studies of achievement ( = 1,175,515), we estimated both the individual and contextual effects of math anxiety across the globe. Results suggest that while there are consistent individual effects in virtually all countries examined, the contextual effects are varied, with only approximately half of the countries exhibiting a contextual effect. Additionally, we reveal that teacher confidence in teaching math is associated with a reduction of the individual effect, and country's level of uncertainty avoidance is related to a lessening of the contextual effect. Finally, we uncovered multiple predictors of math anxiety; notably, student perception of teacher competence was negative related with math anxiety, and parental homework involvement was positively related with math anxiety. Taken together, these results suggest that there are significant between-country differences in how math anxiety may be related with math achievement and suggest that education and cultural contexts as important considerations in understanding math anxiety's effects on achievement.
Topics: Achievement; Anxiety; Child; Databases, Factual; Female; Humans; Male; Mathematics
PubMed: 35131942
DOI: 10.1073/pnas.2115855119 -
The Journal of Neuroscience : the... Jan 2023Threat-related information attracts attention and disrupts ongoing behavior, and particularly so for more anxious individuals. Yet, it is unknown how and to what extent...
Threat-related information attracts attention and disrupts ongoing behavior, and particularly so for more anxious individuals. Yet, it is unknown how and to what extent threat-related information leave lingering influences on behavior (e.g., by impeding ongoing learning processes). Here, human male and female participants ( = 47) performed probabilistic reinforcement learning tasks where irrelevant distracting faces (neutral, happy, or fearful) were presented together with relevant monetary feedback. Behavioral modeling was combined with fMRI data ( = 27) to explore the neurocomputational bases of learning relevant and irrelevant information. In two separate studies, individuals with high trait anxiety showed increased avoidance of objects previously paired with the combination of neutral monetary feedback and fearful faces (but not neutral or happy faces). Behavioral modeling revealed that high anxiety increased the integration of fearful faces during feedback learning, and fMRI results (regarded as provisional, because of a relatively small sample size) further showed that variance in the prediction error signal, uniquely accounted for by fearful faces, correlated more strongly with activity in the right DLPFC for more anxious individuals. Behavioral and neuronal dissociations indicated that the threat-related distractors did not simply disrupt learning processes. By showing that irrelevant threats exert long-lasting influences on behavior, our results extend previous research that separately showed that anxiety increases learning from aversive feedbacks and distractibility by threat-related information. Our behavioral results, combined with the proposed neurocomputational mechanism, may help explain how increased exposure to irrelevant affective information contributes to the acquisition of maladaptive behaviors in more anxious individuals. In modern-day society, people are increasingly exposed to various types of irrelevant information (e.g., intruding social media announcements). Yet, the neurocomputational mechanisms influenced by irrelevant information during learning, and their interactions with increasingly distracted personality types are largely unknown. Using a reinforcement learning task, where relevant feedback is presented together with irrelevant distractors (emotional faces), we reveal an interaction between irrelevant threat-related information (fearful faces) and interindividual anxiety levels. fMRI shows provisional evidence for an interaction between anxiety levels and the coupling between activity in the DLPFC and learning signals specifically elicited by fearful faces. Our study reveals how irrelevant threat-related information may become entrenched in the anxious psyche and contribute to long-lasting abnormal behaviors.
Topics: Male; Humans; Female; Anxiety; Emotions; Anxiety Disorders; Fear; Affect; Facial Expression
PubMed: 36526373
DOI: 10.1523/JNEUROSCI.1186-22.2022 -
Community Dental Health May 2022Bullying is a major social issue. Individuals who experience bullying victimization may develop stress-related health disorders, such as anxiety and temporomandibular...
BACKGROUND
Bullying is a major social issue. Individuals who experience bullying victimization may develop stress-related health disorders, such as anxiety and temporomandibular disorders (TMDs). As school bullying can enhance or trigger stress and anxiety, individuals who experience bullying victimization are prone to develop TMD. However, it is still unclear whether this relationship is mediated by anxiety.
OBJECTIVE
The aim of this study was to investigate the role of anxiety in the relationship between bullying victimization and TMD among young adults.
METHODS
A cross-sectional study among 578 students aged 18 to 25 years in Yucatan, Mexico. A mediation model was used to identify whether anxiety mediated the relationship between bullying victimization and the development of TMD.
RESULTS
Our results showed that 14.2% of the students self-identified as victims of bullying, and 43.7% reported having a type of TMD. The indirect effect of the pathway "victimization → anxiety → TMD" was significant (β= 0.660; p ⟨0.001). There was also an effect, not mediated by anxiety (β= 0.31; p= 0.026). This means that the relationship between victimization caused by bullying and TMD is mostly mediated by anxiety.
CONCLUSION
This study presents the first evidence of the role of anxiety as a mediator of the relationship between bullying victimization and TMD among young adults in Mexico.
Topics: Anxiety; Bullying; Cross-Sectional Studies; Humans; Mexico; Students; Temporomandibular Joint Disorders; Young Adult
PubMed: 35080816
DOI: 10.1922/CDH_00198Vega-Cauich05 -
International Journal of Environmental... Jul 2021To better understand the behavioral factors contributing to the mental health status among student athletes, we examined the link between recreational screen time and...
To better understand the behavioral factors contributing to the mental health status among student athletes, we examined the link between recreational screen time and college student athlete's anxieties. This cross-sectional study was conducted among 278 college student athletes from Shanghai, China, aged between 17 and 25 years old ( = 19.4, = 1.5). Multivariate regression analyses, controlled for age, gender, rural vs. urban residency, and individual vs. team sports factors, were performed to analyze the association between their average daily recreational screen time in a week and their dispositional anxiety, pre-competition anxiety, and anxiety during competition, which were measured by the Chinese version of validated psychometric scales among athlete population. Significant results were found in both dispositional anxiety and situational anxiety in relation to recreational screen time among college athletes. Conclusions: Our findings indicate that excessive recreational screen time is a risk indicator of college student athletes' dispositional anxiety, pre-competition anxiety, and anxiety during competition.
Topics: Adolescent; Adult; Anxiety; Athletes; China; Cross-Sectional Studies; Humans; Screen Time; Students; Young Adult
PubMed: 34299928
DOI: 10.3390/ijerph18147470