-
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 -
Annals of the New York Academy of... Apr 2022Mathematical skills are essential to mastering everyday activities, making professional choices, and exercising citizenship in a numerate society. There is extensive...
Mathematical skills are essential to mastering everyday activities, making professional choices, and exercising citizenship in a numerate society. There is extensive evidence of the relationship between math anxiety (MA) and working memory (WM) influencing math attainment. Studies have mainly considered adult samples, however, leaving primary school children almost unexplored. This study is a first attempt to examine how the complex interplay between MA and WM affects math achievement from a developmental perspective. A total of 148 third graders were assessed with WM, general anxiety (GA), MA, and math tasks. Anxiety and WM were assessed at the beginning of the school year when children started attending grade 3, while math achievement was tested twice at the start of grades 3 and 4. The findings seem to confirm that GA has both a direct and an indirect effect (mediated by WM) on math performance in third and fourth graders. MA has a direct effect on math performance in grade 4, but only an indirect effect in grade 3, suggesting MA has a developmental trajectory, becoming stronger over time. The implications in the educational setting are discussed, pointing to the importance of a combined intervention on MA and WM.
Topics: Adult; Anxiety; Anxiety Disorders; Child; Humans; Longitudinal Studies; Mathematics; Memory, Short-Term
PubMed: 34951707
DOI: 10.1111/nyas.14722 -
Diving and Hyperbaric Medicine Sep 2021
Topics: Anxiety; Diving; Humans
PubMed: 34547784
DOI: 10.28920/dhm51.3.306-307 -
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 -
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 -
International Journal of Environmental... Feb 2022(1) Background: Psychological parameters are relevant in the practice of judo. Previous studies have shown that parameters such as anxiety or motivation can have a...
(1) Background: Psychological parameters are relevant in the practice of judo. Previous studies have shown that parameters such as anxiety or motivation can have a negative or positive impact on the athlete's performance and general well-being, depending on the athlete's perception. This systematic review aimed to summarize the studies examining the influence of various psychological parameters on well-being and performance in judo athletes; (2) Methods: We followed preferred reporting elements for systematic reviews and meta-analyses. We searched the Web of Science database for studies that explained the role of these parameters in elite athletes. Of the 286 articles initially identified, 17 met our eligibility criteria and were included in the review. In total, we analyzed data from 721 judo athletes; (3) Results: The studies found have demonstrated the impact of various psychological parameters during high-level performance and how these parameters can influence and lead an athlete to win or lose a competition. The feelings of tension, anger, anxiety, and nervousness were significantly increased in athletes who were facing defeat, while a decrease in the same segments and an increase in motivation among athletes who were experiencing better performance was observed. Further research under standardized conditions is needed to better understand the effects of these parameters on judo athletes; (4) Conclusions: Considering the athlete's psychological state can affect performance, and it is therefore important to monitor and train these factors.
Topics: Anger; Anxiety; Athletes; Humans; Martial Arts
PubMed: 35206281
DOI: 10.3390/ijerph19042093 -
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 -
International Journal of Music Education Aug 2022Solo performance is a common experience for children learning to play an instrument, yet the research literature on these experiences is limited, with a focus on older...
Solo performance is a common experience for children learning to play an instrument, yet the research literature on these experiences is limited, with a focus on older children and adolescents. The purpose of this study was to examine younger children's feelings about performance over the course of a year of study. Forty-one children were interviewed about their piano lessons and performance experiences at the end of two consecutive semesters of study. They also responded to a pictorial scale on their feelings about performance at each interview and again at two piano recitals. Results indicate that children are remarkably consistent in their feelings about performing in piano recitals, with few significant changes over time and context. Correlation analyses indicate changes in the relationships between feelings about performance and certain study variables over time-in particular age, liking of lessons, liking of performing, practice time, and perception of being good at piano. In the fall term, gender and age are significant predictors of feelings about performance, with younger children and boys feeling most positive. In the spring, the findings shift and the only significant predictor is children's liking of piano lessons. Implications and directions for further research are discussed.
PubMed: 35996637
DOI: 10.1177/02557614211066342 -
Behavior Modification Jul 2022Self-reports are typically used to assess public speaking anxiety. In this study, we examined whether self-report, observer report, and behavioral and physiological...
Self-reports are typically used to assess public speaking anxiety. In this study, we examined whether self-report, observer report, and behavioral and physiological reactivity were associated with each other during a speech challenge task. A total of 95 university students completed a self-report measure of public speaking anxiety before and after the speech challenge. Speech duration (i.e., behavioral measure), physiological reactivity, as well as speech performance evaluated by the participants and observers were also recorded. The results suggest that self-reported public speaking anxiety predicts speech duration, as well as speech quality, as rated by the participants themselves and observers. However, the physiological measures were not associated with self-reported anxiety during the speech task. Additionally, we observed that socially anxious participants underrate their speech performance in comparison to their observers' evaluations.
Topics: Anxiety; Anxiety Disorders; Humans; Self Report; Speech
PubMed: 33593107
DOI: 10.1177/0145445521994308 -
Heliyon Apr 2022E-learning is soon expected to be widely used as a teaching and learning method in the mainstream for educational institutions. Given the relative preparedness of...
E-learning is soon expected to be widely used as a teaching and learning method in the mainstream for educational institutions. Given the relative preparedness of advanced economies, the conclusions about their implementation level with e-learning are incomparable with emerging countries. Emerging economies must, therefore, be aware of the issues to consider when formulating successful adoption or implementation strategies. However, empirical studies that bring forth these relevant factors are out of context. In a single framework, we model the structural relationships between the drivers of e-learning satisfaction and the performance of distance learning students in a frontier economy, Ghana. With 388 validated responses gathered from an online survey across the country between 29 May 2021 and 25 June 2021, we employ the Smart-PLS estimator to process and analyse the data. We explicate that the substantial drivers of e-learning satisfaction and performance among distance learning students include technology anxiety, instructor factors, course quality, technology quality, and ease of use. Our findings divulge that perceived learner satisfaction mediates the relationships between the drivers of satisfaction and learning outcomes of distance learning students in Ghana such that technology anxiety and instructor factors would not essentially enhance learner performance in the absence of e-learning satisfaction. Consequently, system quality, reflected by the information system success model must be supplemented by satisfaction, drawn from the expectation-confirmation theory, to fully explain the impact of efficient e-learning systems on learning outcomes. Not only does ease of use create satisfaction, but it also boosts performance. We, therefore, recommend institutions to develop regular training for both facilitators and students and also adopt user-friendly online platforms to aid patronage by learners.
PubMed: 35399373
DOI: 10.1016/j.heliyon.2022.e09200