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Behavioral Sciences (Basel, Switzerland) Jan 2022(1) Background: The aim of the present study was to contribute to the validation of the Portuguese version of the Kenny Music Performance Anxiety Inventory (K-MPAI) and...
(1) Background: The aim of the present study was to contribute to the validation of the Portuguese version of the Kenny Music Performance Anxiety Inventory (K-MPAI) and to study its psychometric properties. (2) Methods: A sample of 164 undergraduate music students in Portugal (62.2% female; mean age = 22.63; SD = 4.36) completed an online survey composed of the K-MPAI Portuguese version, the State Trait Anxiety Inventory, and a sociodemographic questionnaire. The K-MPAI psychometric properties were examined using exploratory factor analyses, known-group differences, and Cronbach's alpha. (3) Results: A four-factor structure was identified, in line with recent validation of this measure in other countries: music performance anxiety-related symptoms, depression and hopelessness, parental support, and memory self-efficacy. Concurrent and known-group validity were established, and reliability scores were appropriate for the dimensions and total score. (4) Conclusions: The results provide initial evidence of the appropriateness of the Portuguese version of the K-MPAI.
PubMed: 35200271
DOI: 10.3390/bs12020018 -
CBE Life Sciences Education Mar 2021While student stress and anxiety are frequently cited as having negative effects on students' academic performance, the role that instructors can play in mitigating...
While student stress and anxiety are frequently cited as having negative effects on students' academic performance, the role that instructors can play in mitigating these challenges is often underappreciated. We provide summaries of different evidence-based strategies, ranging from changes in instructional strategies to specific classroom interventions, that instructors may employ to address and ameliorate student stress and anxiety. While we focus on students in science, technology, engineering, and mathematics, the strategies we delineate may be more broadly applicable. We begin by highlighting ways in which instructors can learn about and prepare to act to alleviate stress and anxiety. We then discuss how to better connect with students and build an inclusive, equitable, and empowering classroom environment. When coupled with strategies to change student evaluation and assessment, these approaches may collectively reduce student stress and anxiety, as well as improve student performance. We then discuss the roles that instructors may play in empowering students with skills that improve their time management, studying, and approach toward learning, with an eye toward ensuring their success across all their academic endeavors. We conclude by noting areas in which further research is needed to determine best practices for alleviating student stress and anxiety.
Topics: Anxiety; Engineering; Humans; Students; Technology; Universities
PubMed: 33635124
DOI: 10.1187/cbe.20-08-0189 -
Behavioral Sciences (Basel, Switzerland) Nov 2023Levels of state and trait anxiety are relevant for performing artists and professional athletes to obtain optimal performance outcomes. However, evidence-based knowledge... (Review)
Review
Levels of state and trait anxiety are relevant for performing artists and professional athletes to obtain optimal performance outcomes. However, evidence-based knowledge regarding the effectiveness of psychological interventions on performance anxiety is currently minimal. Thus, the objective of this systematic review with meta-analysis was to characterize, aggregate, and quantify intervention effects on measures of state and trait performance anxiety in performing artists and professional athletes. A systematic search of the literature according to the PRISMA guidelines was conducted on the databases PubMed, Medline, SPORTDiscus, PsycInfo, Embase, and Web of Science from 1 January 1960 to 9 November 2022. The search only included controlled studies employing pre-post measures and excluded performing arts fields that do not depend on fine motor skills. Initially, 1022 articles were identified; after removing duplicates and assessing abstracts and full texts, 20 articles were used to calculate weighted standardized mean differences (). In terms of state performance anxiety, our results revealed a large overall effect ( = 0.88), a medium effect ( = 0.62) for studies using scales with total scores (i.e., MPAI-A, STAI), and large effects (cognitive anxiety: = 0.93, somatic anxiety: = 0.92, self-confidence: = 0.97) for studies applying scales with sub-scores (i.e., CSAI-2R)-all in favour of the intervention groups. Regarding trait performance anxiety (e.g., SCAT), we detected a small effect ( = 0.32), also favouring the intervention groups. Interventions to reduce performance anxiety in performing artists and professional athletes revealed varying levels of effectiveness ranging from small (trait) to large (state). Therefore, future studies should investigate modalities to increase intervention efficacy, especially for the small-sized changes in trait performance anxiety.
PubMed: 37998657
DOI: 10.3390/bs13110910 -
Frontiers in Psychology 2020Financial awards can be an important factor affecting athletes' mental preparation and various skills to manage stress. Since such a link has not yet been studied, the...
OBJECTIVE
Financial awards can be an important factor affecting athletes' mental preparation and various skills to manage stress. Since such a link has not yet been studied, the study has been designed to evaluate the moderation effect of financial awards in relation to football players' anxiety and coping skills.
METHODS
The study consists of 110 male football players aged 18-32 years old (mean ± SD: 23.98 ± 3.01 years) who were divided into two groups: financial awarded ( = 48) and financial unawarded for sports performance ( = 62). The anxiety of football players was measured by the Sport Anxiety Scale SAS-2. Coping strategies to manage stress were assessed by the Athletic Coping Skills Inventory ACSI-28. The effect of financial awards in relation to football players' anxiety and coping skills was evaluated by the mediators' model using the PROCESS software (Hayes, 2018).
RESULTS
The results suggest that financial awards are important factors that influence football players' anxiety and coping skills. The financial awards increase the motivation of football players to better prepare for sports performance, which has been proven, through better setting of performance goals and more careful mental preparation. Financially awarded football players seem to respect the coach and follow his instructions to a greater extent than unawarded football players, which may be due to the financial benefits and the commitment they have confirmed by signing to the football club. In another aspect, the financial awards are likely to increase the cognitive trait of the anxiety of football players. It seems that financial players are more concerned about the failure of the match, which increases their anxiety, especially since it is a cognitive part and affects their sports performance.
CONCLUSION
For this reason, we encourage sports organizations to focus more on the mental preparation of football players. It is important to provide football players the opportunity to graduate from short- or long-term mental training conducted by a trained sports psychologist not only at the time of the athlete's failure but also as a preventive measure against increasing cognitive anxiety. We recommend sports organizations to train coaches in the field of mental training, preferably through annual short training sessions with a sports psychologist, to influence the development of desirable athletes' coping skills.
PubMed: 32587548
DOI: 10.3389/fpsyg.2020.01148 -
Frontiers in Psychiatry 2023Anxiety and post-traumatic stress symptoms have been reported in association with acute and post-acute sequelae of COVID-19 (PASC).
BACKGROUND
Anxiety and post-traumatic stress symptoms have been reported in association with acute and post-acute sequelae of COVID-19 (PASC).
PURPOSE
This study aimed to document the cross-sectional prevalence, characteristics and clinical correlates of anxiety and post-traumatic stress in a study of neuropsychiatric sequelae of COVID-19.
METHOD
75 participants recruited from a post-COVID-19 recovery program and the community were assessed for sociodemographic, medical, psychiatric, and neurocognitive symptoms and performance. The generalized anxiety questionnaire-7 (GAD-7) and post-traumatic stress disorder questionnaire for DSM5 (PCL5) were utilized to measure anxiety and PTSD symptoms. Established cutoff scoring for the GAD-7 and algorithm-based scoring of the PCL5 were utilized to determine clinically significant anxiety symptoms and PTSD, respectively.
RESULTS
The cohort was 71% female, 36% ethnic minority, with the main age of 43.5 years, 80% employment, 40% with the prior psychiatric treatment history and 2/3 seeking post-COVID care for PASC. Clinically significant anxiety symptoms were found in 31% and PTSD was found in 29% of the cohort. Nervousness and excessive worry were the most prominent anxiety symptoms, while changes in mood/cognition and avoidance were most frequent in PTSD. There was a high degree of comorbidity between clinically significant anxiety symptoms, PTSD, depression and fatigue. In logistic regression, acute COVID illness severity, prior psychiatric history, and memory complaints (but not objective neuropsychological performance) predicted clinically significant anxiety symptoms and/or PTSD.
CONCLUSION
Clinically significant anxiety and PTSD are found in approximately 1 of 3 individuals after COVID-19 infection. They are highly comorbid with each other as well as with depression and fatigue. All patients seeking care for PASC should be screened for these neuropsychiatric complications. Symptoms of worry, nervousness, subjective changes in mood, and cognition as well as behavioral avoidance are particularly important targets of clinical intervention.
PubMed: 37333906
DOI: 10.3389/fpsyt.2023.1160852 -
Journal of Autism and Developmental... Dec 2023Theories about autism spectrum disorder (ASD) have addressed cognitive deficits however few have examined how comorbid diagnoses, including sleep disturbance, anxiety...
Theories about autism spectrum disorder (ASD) have addressed cognitive deficits however few have examined how comorbid diagnoses, including sleep disturbance, anxiety and depression contribute to the underlying deficits. We investigated potential mediations of common ASD comorbidities in the relationship between sub-clinical autism traits and cognitive performance using an international community sample. Cognitive tasks assessed working memory [executive functioning (EF) theory], mental state attribution [theory of mind (ToM)], and global/local visual processing [weak central coherence (WCC) theory]. Structural equation modelling (SEM) demonstrated sleep disturbance and anxiety mediated the relationship of autism traits on measures of EF, but not WCC and ToM. This suggests that treating the symptoms of sleep disturbance and anxiety may lead to improvements in working memory.
Topics: Humans; Autism Spectrum Disorder; Autistic Disorder; Depression; Executive Function; Anxiety; Theory of Mind; Cognition; Sleep
PubMed: 36138298
DOI: 10.1007/s10803-022-05742-5 -
Biology of Sport Sep 2022The aim of the current study is to determine how the level of state and trait anxiety differs between youth athletes of different performance levels and furthermore...
The aim of the current study is to determine how the level of state and trait anxiety differs between youth athletes of different performance levels and furthermore whether there are correlations between performance levels and psychomotor variables in the selected tasks. A sample of 97 boys, aged 11-12 years, practising soccer represented two groups: A - high performance level and B - lower performance level. Participants completed a state and trait anxiety inventory and performed selected psychomotor tests. The analyses demonstrated that the higher the levels of anxiety were, the shorter was the response time and more accurate were the responses in selected psychomotor tests. For the whole group, r = -0.224, p < 0.05, and for group B, r = -0.333, p < 0.05. Moreover, the findings showed a moderator effect of level (group A vs B) on reaction time, which was almost significant in state anxiety and significant in trait anxiety. For group B, trait anxiety was negatively related to reaction time (b = -0.002, SE = 0.001, t = -2.93, p = .004, 95% CI [-0.004, -0.001]). This means that the higher the trait anxiety was, the shorter was the reaction time in group B, but there was no significant effect in group A. The results of the study confirmed the negative correlation between the trait and state anxiety and reaction time. The higher the anxiety was, the shorter was the response time of child soccer players. Future research should determine whether athletes' performance levels do affect performance under stress and replicate the study with different samples such as girls and different sport disciplines.
PubMed: 35959333
DOI: 10.5114/biolsport.2022.106387 -
Frontiers in Psychology 2019Math anxiety (MA) has been suggested to decrease the math performance of students. However, it remains unclear what factors moderate this relationship. The aim of this...
Math anxiety (MA) has been suggested to decrease the math performance of students. However, it remains unclear what factors moderate this relationship. The aim of this research was to explore the link between MA and math performance. Studies that explored the math anxiety-performance link, conducted from 2000 to 2019 (84 samples, = 8680), were identified and statistically integrated with a meta-analysis method. The results indicated a robust negative math anxiety-performance link. Furthermore, regarding the analysis of moderator variables, this negative link was stronger in the studies that involved Asian students, but this link was the weakest in the studies that involved European students. Moreover, this negative link was stronger in the studies within a senior high school group, whereas it was the weakest in the studies within an elementary group. Finally, this negative link was strongest among studies that used a custom test and studies that assessed problem-solving skills. Potential explanations and implications for research and practice are discussed.
PubMed: 31447719
DOI: 10.3389/fpsyg.2019.01613 -
Frontiers in Psychology 2021Sleep is essential for optimal learning across the developmental pathways. This study aimed to (1) explore whether school start and end times and screen time influenced...
Sleep is essential for optimal learning across the developmental pathways. This study aimed to (1) explore whether school start and end times and screen time influenced sleep disturbances in adolescents during the lockdown in China and (2) investigate if sleep disturbances at night and sleep-related impairment (daytime fatigue) influenced adolescents' academic performance and anxiety levels. Ninety-nine adolescents aged 15-17 years old were recruited from two public schools in Baishan City Jilin Province, China. An online questionnaire was distributed including questions on adolescents' demographics, screen time habits, academic performance, anxiety level, sleep disturbances, and sleep-related impairment. Adolescents who started school earlier and ended school later had a greater severity of sleep disturbances and sleep-related impairment compared with students who started school later and finished earlier. Adolescents who engaged in screen time at bedtime were more likely to have a greater severity of sleep-related impairment than students who reported no screen time use at bedtime. Adolescents who had a greater severity of sleep disturbances had higher anxiety and higher academic achievements than adolescents with less sleep disturbances. Finally, 79.7% of adolescents reported their total sleep duration as <8 h. Adolescents are experiencing sleep disturbances to manage academic demands during COVID-19, which in turn is having a wider impact on their mental health. Many schools internationally have continued to provide online education to students, longitudinal studies on how COVID-19 has influenced adolescents sleep and mental health would be beneficial in understanding the impact of the pandemic.
PubMed: 34276498
DOI: 10.3389/fpsyg.2021.678839 -
Brain Sciences Mar 2022Although the interaction between anxiety and attention is considered crucial for learning and performance in mathematics, few studies have examined these cognitive and...
Although the interaction between anxiety and attention is considered crucial for learning and performance in mathematics, few studies have examined these cognitive and affective predictors in a single framework or explored the role of sustained attention in promoting children's arithmetic performance, using traditional linear analyses and latent profile analysis (LPA). In this paper, state anxieties (in a math test and in an attention test situation), general anxiety traits, sustained attention (performance-based test and attention deficit/hyperactivity disorder (ADHD) self-ratings) and math achievement of 403 fourth and fifth graders (55.8% girls) were assessed. A negative correlation between state anxiety prior to the math test and arithmetic achievements was identified, even when controlling for other non-math related state anxieties and general anxiety. Sustained attention was a strong predictor of arithmetic achievement and functioned as a moderator in the anxiety-performance link. LPA identified six distinct profiles that revealed a complex relationship with arithmetic fluency. The weakest achievement was found for a specific math anxiety subgroup. The findings highlight the important role of the interaction of anxiety and sustained attention in children's ability to perform math and enable new conclusions about the specific nature of math anxiety. Implications for future research are discussed.
PubMed: 35326332
DOI: 10.3390/brainsci12030376