-
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 -
Sports (Basel, Switzerland) Dec 2021With the increased use of technology, relaxation interventions are finding their way into technology devices like virtual reality head-mounted displays (VR HMDs)....
With the increased use of technology, relaxation interventions are finding their way into technology devices like virtual reality head-mounted displays (VR HMDs). However, there is a lack of evidence on the efficacy of VR relaxation interventions to reduce anxiety in athletes and how that is portrayed in their movement patterns. The purpose of the current study was to examine how a VR relaxation intervention affected perceived anxiety levels and penalty kick performance of female soccer players. Thirteen female soccer players took five penalty kicks in baseline, stress-induced, and VR relaxation conditions. Perceived levels of anxiety, self-confidence, mental effort, heart rate (HR), accelerometry of the lumbar spine and thigh, and performance in each condition was obtained. Results indicated that the VR intervention significantly reduced cognitive anxiety and somatic anxiety from baseline ( = 0.002; = 0.001) and stress ( < 0.001; < 0.001) with large effect sizes (Kendall's = 0.72; 0.83). VR significantly increased self-confidence from baseline ( = 0.002) and stress ( = 0.001) with a large effect size (Kendall's = 0.71). Additionally, all participants felt that VR helped them relax. Mental effort was significantly higher in the stress condition compared to that in baseline ( = 0.007) with moderate effect size (Kendall's = 0.39). Peak acceleration and performance were not significantly influenced by stress or VR. This study serves as an initial step to evaluate VR relaxation interventions on performance in female soccer players.
PubMed: 34941805
DOI: 10.3390/sports9120167 -
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 -
Biological Psychology May 2021Anxiety is characterized by sensitivity to negative external and internal information, apparent both in symptoms (e.g., hypervigilance and worry) and neural performance...
Anxiety is characterized by sensitivity to negative external and internal information, apparent both in symptoms (e.g., hypervigilance and worry) and neural performance monitoring measures (i.e., feedback- and error-related negativity (FRN and ERN)). Here we examine whether anxiety is associated with persistent neural sensitivity to negative performance markers reflected in both the FRN and ERN (n = 273). Higher anxiety was associated with larger responses to both negative feedback and errors as the task progressed compared to those with lower anxiety particularly in women, suggesting that anxiety makes reactions to negative cues more persistent. Similar hypotheses were investigated for depression, which is associated with similar negative cognitive biases and deficits in reward-related processing, but results were mixed. Together, the findings identify variation over time-in-task as an overlooked dimension by which FRN and ERN may serve as a biomarker of anxiety but suggest that depression is not consistently related to performance monitoring.
Topics: Anxiety; Anxiety Disorders; Electroencephalography; Evoked Potentials; Feedback; Female; Humans
PubMed: 33865907
DOI: 10.1016/j.biopsycho.2021.108092 -
Comprehensive Psychoneuroendocrinology Feb 2022Performance anxiety is common in a wide range of settings. This study was designed to explore the hormonal correlates of a music performance recital - a setting commonly...
Performance anxiety is common in a wide range of settings. This study was designed to explore the hormonal correlates of a music performance recital - a setting commonly associated with extreme and often unsettling anxiety linked to the anticipation of performing. Thirty-nine college undergraduate participants (24 women and 15 men) were recruited from students enrolled in an undergraduate music performance course. Each gave a saliva sample on a neutral non-performance day and gave additional samples immediately before and 10 and 30-min after each of two solo music recitals. Samples were subsequently assayed for cortisol, alpha-amylase, and testosterone. For women, pre-performance salivary cortisol levels were significantly elevated relative to neutral-day baseline (presumably in anticipation of performing) and continued to rise in association with the performance phase of the recital. Pre-performance alpha-amylase was significantly higher than neutral-day baseline. Testosterone increased in connection with the performance phase of the recital, but not during the anticipation phase. For all three products, patterns for men were generally similar to those for women, though not as statistically robust, perhaps owing to the smaller sample size. Increases in cortisol and alpha-amylase, from neutral-day to immediately pre-performance on recital day, suggest an effect related to the psychological anticipation of the recital. Cortisol and testosterone (but not alpha-amylase) increased in association with the performance phase of the recital. Phase-related changes in these products appears to reflect a coordinated response to the stress of a music recital and perhaps, more generally, to social-evaluative threat.
PubMed: 35755925
DOI: 10.1016/j.cpnec.2022.100111 -
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 -
Frontiers in Psychology 2023Performance anxiety is a widespread issue that can affect musicians across their education and career. It can develop in musicians from a young age leading to short-term...
Performance anxiety is a widespread issue that can affect musicians across their education and career. It can develop in musicians from a young age leading to short-term and long-term impacts on not only their performance, but also their wellbeing. There is potentially a significant role that music educators hold in the development of their students and how they handle performance anxiety, though it is not clear how, or how often, teachers support their students in this way. Through a PRISMA-based systematic review, this paper explores what is known about the strategies used by music educators to help manage their students' performance anxiety. The paper also discusses the role that instrumental/vocal tutors and school classroom teachers might hold in this area. The findings show that music educators are implementing multiple strategies to assist their students with MPA, with the most common being simulated performance, positive outlook, preparation and breathing. It was found that there is a role for teachers to address MPA management with their students. While some students prefer to receive MPA support from experts in the field of psychology, students still expressed a need to have this support come from their teacher. Though many teachers felt a need for additional training for them to help their students cope with MPA, many of the strategies were found to be multifunctional and embedded into the regular teaching practices or teaching styles of the educator. Although these strategies might be implicit rather than explicit, the findings suggest that music educators could represent a valuable source of support for MPA management.
PubMed: 37588244
DOI: 10.3389/fpsyg.2023.1205150 -
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 -
Education and Information Technologies 2022During the ongoing coronavirus disease 2019 pandemic, over 1.5 billion students worldwide have been deprived of access to traditional learning. This situation has...
During the ongoing coronavirus disease 2019 pandemic, over 1.5 billion students worldwide have been deprived of access to traditional learning. This situation has necessitated the use of social distancing-based educational methods; consequently, a tremendous shift towards e-learning has been observed. This study assesses medical students' social anxiety levels in e-learning environments. The study was conducted in two phases. In the first phase, the original Turkish Social Anxiety Scale for E-Learning Environments (SASE) was adapted in English and tested for validity and reliability. This instrument has two subscales: social anxiety in learner-learner interaction and in learner-instructor interaction. In the second stage, we explored the associations of gender, age, and perceived academic performance with medical students' social anxiety levels in e-learning environments. A total of 325 responses were analysed. Consistent with the original version, the adapted scale is a reliable and valid measure of social anxiety in e-learning. Social anxiety in e-learning was related to gender (p = 0.008) and age (p = 0.013). Social anxiety levels were higher in students with lower perceived performance during e-learning compared to students with enhanced performance, but the difference was not significant. The SASE is a useful instrument for evaluating social anxiety in e-learning environments across English educational frameworks. Considering the shift in social interaction environments, efforts are required to reduce medical students' social anxiety levels and enhance learning.
PubMed: 35261548
DOI: 10.1007/s10639-022-10919-7 -
Health Science Reports Nov 2022Advanced breast cancer patients suffer from various psychological issues including depression and anxiety. This study aims to explore these psychological issues and...
BACKGROUND AND AIMS
Advanced breast cancer patients suffer from various psychological issues including depression and anxiety. This study aims to explore these psychological issues and their relationship with the performance status.
METHODS
This cross-sectional study was conducted among 95 patients with metastatic breast cancer attending the Department of Palliative Medicine, Bangabandhu Sheikh Mujib Medical University, Bangladesh from April 2021 to September 2021. Data was collected by face-to-face interview using a structured questionnaire along with Hospital Depression and Anxiety Scale. The performance status of the patients was determined by the Eastern Cooperative Oncology Group (ECOG) performance scale. The association between different variables were assessed by test and Fisher Exact test.
RESULT
Mean age of the respondents was 48.9 ± 9.9 years. Most of them were married (94.7%), muslim (92.6%) and homemakers (82.1%). More than half (52.6%) of the patients were evaluated having ECOG performance status grade II. Four out of ten (44.2%) patients had moderate to severely anxiety, and almost one-third (36.9%) patients were suffering from moderate to severe depression. The patients with high educational status were found to have less depression. In addition, patients faring better on ECOG performance scale (Grade 0 to I) had significantly ( < 0.05) less depression and anxiety.
CONCLUSION
Depression and anxiety are one of the major psychological sufferings among the women with metastatic breast cancers. All women suffering from breast cancer should be routinely screened and assessed for phychological distress and ensure early intervention.
PubMed: 36320658
DOI: 10.1002/hsr2.911