Control, anxiety and test performance: Self-reported and physiological indicators of anxiety as mediators

Background: This study investigated the role of different test anxiety components (affective, cognitive, motivational and physiological) as mediators between control and performance as proposed by Pekrun's control-value theory (CVT). While all components were assessed via self-report, the physiological component was additionally assessed via electrodermal activity (EDA). Aims: We examined the relative impact of the self-reported anxiety components and EDA in this mediating mechanism to identify the most relevant assessment(s) (i.e., self-reported anxiety components and/or EDA) for predicting test performance. Sample: The study comprised 50 eighth graders. Methods: Data were collected during a mathematics test comprising six task blocks. State self-reports of control and anxiety components along with test performance and other test emotions were collected block-wise (i.e., repeated assessments within students). EDA was continuously recorded. Results: Consistent with CVT, intra-individual mediation analysis with multiple mediators revealed that higher control predicted lower anxiety (i.e., all self-reported components). Unexpectedly, higher control was associated with increased EDA. Follow-up analyses taking other test emotions into account suggested this might reflect positive activation. Correlations between EDA and control and self-reported anxiety components differed depending on which test emotion was dominant in each situation. Regarding test performance, only the cognitive component was a significant mediator and thus seems to play a pivotal role in the relationship between control and performance. Conclusions: Distinguishing between anxiety components and including unbiased physiological measures improve our understanding of the mechanisms behind the relationship between test anxiety and performance. Higher physiological arousal may be a sign of anxiety but can also be a sign of positive activation. When aiming to reduce negative effects of anxiety on performance, targeting the cognitive component seems crucial. Implications of these findings for educational and psychological practice are discussed

Identification of genetic variants associated with Huntington's disease progression: a genome-wide association study

Background Huntington's disease is caused by a CAG repeat expansion in the huntingtin gene, HTT. Age at onset has been used as a quantitative phenotype in genetic analysis looking for Huntington's disease modifiers, but is hard to define and not always available. Therefore, we aimed to generate a novel measure of disease progression and to identify genetic markers associated with this progression measure. Methods We generated a progression score on the basis of principal component analysis of prospectively acquired longitudinal changes in motor, cognitive, and imaging measures in the 218 indivduals in the TRACK-HD cohort of Huntington's disease gene mutation carriers (data collected 2008–11). We generated a parallel progression score using data from 1773 previously genotyped participants from the European Huntington's Disease Network REGISTRY study of Huntington's disease mutation carriers (data collected 2003–13). We did a genome-wide association analyses in terms of progression for 216 TRACK-HD participants and 1773 REGISTRY participants, then a meta-analysis of these results was undertaken. Findings Longitudinal motor, cognitive, and imaging scores were correlated with each other in TRACK-HD participants, justifying use of a single, cross-domain measure of disease progression in both studies. The TRACK-HD and REGISTRY progression measures were correlated with each other (r=0·674), and with age at onset (TRACK-HD, r=0·315; REGISTRY, r=0·234). The meta-analysis of progression in TRACK-HD and REGISTRY gave a genome-wide significant signal (p=1·12 × 10−10) on chromosome 5 spanning three genes: MSH3, DHFR, and MTRNR2L2. The genes in this locus were associated with progression in TRACK-HD (MSH3 p=2·94 × 10−8 DHFR p=8·37 × 10−7 MTRNR2L2 p=2·15 × 10−9) and to a lesser extent in REGISTRY (MSH3 p=9·36 × 10−4 DHFR p=8·45 × 10−4 MTRNR2L2 p=1·20 × 10−3). The lead single nucleotide polymorphism (SNP) in TRACK-HD (rs557874766) was genome-wide significant in the meta-analysis (p=1·58 × 10−8), and encodes an aminoacid change (Pro67Ala) in MSH3. In TRACK-HD, each copy of the minor allele at this SNP was associated with a 0·4 units per year (95% CI 0·16–0·66) reduction in the rate of change of the Unified Huntington's Disease Rating Scale (UHDRS) Total Motor Score, and a reduction of 0·12 units per year (95% CI 0·06–0·18) in the rate of change of UHDRS Total Functional Capacity score. These associations remained significant after adjusting for age of onset. Interpretation The multidomain progression measure in TRACK-HD was associated with a functional variant that was genome-wide significant in our meta-analysis. The association in only 216 participants implies that the progression measure is a sensitive reflection of disease burden, that the effect size at this locus is large, or both. Knockout of Msh3 reduces somatic expansion in Huntington's disease mouse models, suggesting this mechanism as an area for future therapeutic investigation

One Measure Can’t Capture It All : Comparing Different Assessment Methods of Anxiety in Learning and Achievement Situations

The current dissertation is based on three related Research Papers, in which different dimensions of assessing anxiety in learning and achievement situations, namely trait and state self-report assessments of anxiety (Paper I), the different anxiety components (Paper II) and physiological measures of anxiety (Paper III) are examined and compared with each other concerning their results. The first study investigated the discrepancy between generalized trait and situation-specific state self-report measures of anxiety in mathematics in a sample of students with high and low achievement levels. Previous studies have revealed that trait anxiety measures are typically rated higher than state measures. In addition, the academic self-concept has been identified to play a moderating role in the so-called trait-state discrepancy, with a higher academic self-concept leading to a lower discrepancy (i.e., less overestimation of trait anxiety when state assessments reflect actual experience). Therefore, it was predicted in this study that high achievers, due to their higher academic self-concept in mathematics, exhibit a smaller trait-state discrepancy in anxiety than students with low achievement levels. The results were in line with this hypothesis and demonstrated that high achievers even underestimated their anxiety when judging it from a trait as compared to a state perspective. Taken together, this study shows that state and trait self-report measures of anxiety can yield different results and that even high achievers experience some anxiety in class. The second study investigated the different components of test anxiety (i.e., cognitive, affective, physiological, and motivational components) using an intra-individual approach. The first aim of this study was to examine the relative impact of the different components of anxiety in the mediating mechanism that connects control, anxiety and performance - as proposed by the control-value theory. Thereby it sought to identify which component should be primarily addressed by anxiety interventions and instructional techniques in order to improve students’ performance. A second aim of this study was to uncover which anxiety component underlies the commonly used and very convenient single-item anxiety measures. In line with the expectations, the anxiety components indeed differed in their relative impact on test performance, with the cognitive component being central for this outcome. Furthermore, results indicated that behind a single-item anxiety measure we most likely find the affective anxiety component and thus, not the component most relevant for performance. Therefore, it is important to consider and differentiate between the anxiety components and select the assessment method based on the research question at hand. The third study used the methodological approach of a systematic review to investigate the relationship between traditional self-report measures of test anxiety with another type of measure, namely physiological measurement. This assessment method has gained increased attention in pedagogical psychological research in recent years. Results of the systematic review showed that in line with theoretical considerations, self-report measures of test anxiety and physiological measures (e.g., cardiovascular measures, electrodermal measures, cortisol sampling) were significantly correlated in the majority of the reviewed studies. The correlations were moderate, suggesting that although the two measures overlap, they should not be used interchangeably. In conclusion, each of these measures provides information about a person’s anxiety and applying both of the two measures might contribute to a better measurement and thus also a better understanding of this often detrimental emotion. Furthermore, variables that can influence the relation between self-report and physiological measures were identified (e.g., sampling rate, choice of physiological measure and the way the data is analyzed) and are discussed with regard to a successful assessment of physiological data in future research. Taken together, from the results of these three Research Papers it can be concluded that it is important to distinguish between different ways of assessing anxiety and to select the assessment method according to the research focus. Besides its implications for research, the present thesis provides novel perspectives on how to successfully influence anxiety in learning and achievement situations.publishe

Ennui

Langeweile wird aufgrund ihres häufigen Auftretens oft als «Plage der modernen Gesellschaft» bezeichnet. Auch in Lern- und Leistungssituationen, auf die sich dieser Beitrag konzentriert, zählt Langeweile zu den am häufigsten berichteten Emotionen. Zunächst wird auf die Definition und Operationalisierung von Langeweile eingegangen – hierbei werden aktuelle Ansätze zu unterschiedlichen Formen von Langeweile berücksichtigt. Methoden der Erfassung von Langeweile und die Häufigkeit ihres Auftretens werden vorgestellt. Es folgt eine Diskussion von Theorien und Befunden zu den Effekten, Ursachen und den Umgang mit Langeweile (Coping). Implikationen im Hinblick auf die Prävention und Reduzierung von Langeweile in Lern- und Leistungssituationen werden hieraus abgeleitet. (DIPF/Orig.)L’ennui est souvent désigné comme «la peste de la société moderne» en raison de sa fréquence. En situation d’apprentissage, il est également l’une des émotions les plus fréquemment signalées comme le montre cet article. Celui-ci propose tout d’abord une définition opérationnelle de l’ennui, en tenant compte des approches actuelles des différentes formes d’ennui et présente les méthodes de recueil de données des occurrences et fréquences de l’ennui. Il propose ensuite des considérations théoriques et une discussion des résultats obtenus concernant les causes, les effets et la gestion de l’ennui (coping). Les implications de ces résultats pour la prévention et la réduction de l’ennui en situation d’apprentissage. (DIPF/Orig.

Noia

Langeweile wird aufgrund ihres häufigen Auftretens oft als «Plage der modernen Gesellschaft» bezeichnet. Auch in Lern- und Leistungssituationen, auf die sich dieser Beitrag konzentriert, zählt Langeweile zu den am häufigsten berichteten Emotionen. Zunächst wird auf die Definition und Operationalisierung von Langeweile eingegangen – hierbei werden aktuelle Ansätze zu unterschiedlichen Formen von Langeweile berücksichtigt. Methoden der Erfassung von Langeweile und die Häufigkeit ihres Auftretens werden vorgestellt. Es folgt eine Diskussion von Theorien und Befunden zu den Effekten, Ursachen und den Umgang mit Langeweile (Coping). Implikationen im Hinblick auf die Prävention und Reduzierung von Langeweile in Lern- und Leistungssituationen werden hieraus abgeleitet.This chapter examines boredom – an emotion often described as one of the plagues of modern society. Boredom is rather often experienced in educational settings. We first explain how boredom is defined and operationalized taking into account the different types of boredom which are considered nowadays. We further review how boredom has been assessed. Empirical evidence on the prevalence of boredom is outlined. Theoretical considerations and empirical findings are subsequently addressed concerning the effects and causes of academic boredom. We also examine conceptual frameworks and findings on how to most effectively cope with boredom in educational settings. Finally, we discuss the implications that follow from the prevention and reduction of boredom in the classroom based on some empirical literature reviews.L’ennui est souvent désigné comme «la peste de la société moderne» en raison de sa fréquence. En situation d’apprentissage, il est également l’une des émotions les plus fréquemment signalées comme le montre cet article. Celui-ci propose tout d’abord une définition opérationnelle de l’ennui, en tenant compte des approches actuelles des différentes formes d’ennui et présente les méthodes de recueil de données des occurrences et fréquences de l’ennui. Il propose ensuite des considérations théoriques et une discussion des résultats obtenus concernant les causes, les effets et la gestion de l’ennui (coping). Les implications de ces résultats pour la prévention et la réduction de l’ennui en situation d’apprentissage sont débattues en conclusion.La noia è spesso chiamata «peste della società moderna» a causa della sua frequente occorrenza. Anche in situazioni di apprendimento e di prestazione, sulle quali si concentra il presente contributo, la noia è una delle emozioni più frequentemente riportate. Innanzitutto viene tematizzata la definizione e l’operazionalizzazione della noia, tenendo conto degli attuali approcci alle diverse forme di noia e sono presentati i metodi di registrazioni della noia e la frequenza della sua comparsa. Segue una discussione delle teorie e dei risultati sugli effetti, sulle cause e sulla gestione della noia (coping), dalla quale vengono tratte diverse implicazioni per la prevenzione e la riduzione della noia nelle situazioni di apprendimento di prestazione

Factors associated with perceptions of dignity and well‐being among older people living in residential care facilities in Sweden. A national cross‐sectional study

The care of older people living in residential care facilities (RCFs) should promote dignity and well-being, but research shows that these aspects are lacking in such facilities. To promote dignity and well-being, it is important to understand which associated factors to target. The aim of this study was to examine the associations between perceived dignity and well-being and factors related to the attitudes of staff, the care environment and individual issues among older people living in RCFs. A national retrospective cross-sectional study was conducted in all RCFs for older people within 290 municipalities in Sweden. All older people 65 years and older (n = 71,696) living in RCFs in 2018 were invited to respond to the survey. The response rate was 49%. The survey included the following areas: self-rated health, indoor-outdoor-mealtime environment, performance of care, attitudes of staff, safety, social activities, availability of staff and care in its entirety. Data were supplemented with additional data from two national databases regarding age, sex and diagnosed dementia. Descriptive statistics and ordinal logistic regression models were used to analyse the data. Respondents who had experienced disrespectful treatment, those who did not thrive in the indoor-outdoor-mealtime environment, those who rated their health as poor and those with dementia had higher odds of being dissatisfied with dignity and well-being. To promote dignity and well-being, there is a need to improve the prerequisites of staff regarding respectful attitudes and to improve the care environment. The person-centred practice framework can be used as a theoretical framework for improvements, as it targets the prerequisites of staff and the care environment. As dignity and well-being are central values in the care of older people worldwide, the results of this study can be generalised to other care settings for older people in countries outside of Sweden

Factors associated with older persons’ perceptions of dignity and well-being over a three-year period : A retrospective national study in residential care facilities

Background: Dignity and well-being are central concepts in the care of older people, 65 years and older, world‑wide. The person-centred practice framework identifes dignity and well-being as person-centred outcomes. Older persons living in residential care facilities, residents, have described that they sometimes lack a sense of dignity and well-being, and there is a need to understand which modifable factors to target to improve this. The aim of this study was to examine the associations between perceptions of dignity and wellbeing and the independent variables of the attitudes of staf, the indoor-outdoor-mealtime environments, and individual factors for residents over a three-year period. Methods: A national retrospective longitudinal mixed cohort study was conducted in all residential care facilities within 290 municipalities in Sweden. All residents aged 65 years and older in 2016, 2017 and 2018 were invited to responded to a survey; including questions regarding self-rated health and mobility, the attitudes of staf, the indooroutdoor-mealtime environments, safety, and social activities. Data regarding age, sex and diagnosed dementia/pre‑scribed medication for dementia were collected from two national databases. Descriptive statistics and ordinal logistic regression models were used to analyse the data. Results: A total of 13 763 (2016), 13 251 (2017) and 12 620 (2018) residents answered the survey. Most of them (69%) were women and the median age was 88 years. The odds for satisfaction with dignity did not difer over the three-year period, but the odds for satisfaction with well-being decreased over time. Residents who rated their health as good, who were not diagnosed with dementia/had no prescribed medication for dementia, who had not experienced disrespectful attitudes of staf and who found the indoor-outdoor-mealtime environments to be pleasant had higher odds of being satisfed with aspects of dignity and well-being over the three-year period. Conclusions: The person-centred practice framework, which targets the attitudes of staf and the care environment, can be used as a theoretical framework when designing improvement strategies to promote dignity and well-being. Registered nurses, due to their core competencies, focusing on person-centred care and quality improvement work, should be given an active role as facilitators in such improvement strategies

Promoting the person-centred aspects of dignity and well-being : learning from older persons’ experiences of living in residential care facilities

Purpose – Dignity and well-being are key aspects of the legislation and policies that regulate care of olderpersons worldwide. In addition, care of older persons should be person-centred. Dignity and well-being aredescribed as results of person-centred care (PCC). The purpose of this study was to gain an understanding ofimportant aspects for older persons to experience dignity and well-being in residential care facilities (RCFs). Design/methodology/approach – This study had a qualitative approach, and individual semi-structuredinterviews were conducted with 20 older persons living in RCFs. Data were analysed using inductive contentanalysis. Findings – To experience dignity and well-being older persons emphasized the importance ofpreserving their identity. To do this, it was important to be able to manage daily life, to gain support andinfluence and to belong to a social context. However, the findings indicate a need for improvements. Practical implications – Insights into older persons’ experiences of important aspects for experiencingdignity and well-being in RCFs can be used by first-line managers and registered nurses when designingimprovement strategies to promote PCC. Originality/value – Dignity and well-being are described as results of PCC. The findings provide anunderstanding of what older persons perceive as important for experiencing dignity and well-being inRCFs. The findings are useful when designing improvement strategies to promote PCC.Tidigare version, i manusform, med titeln “'I want to be treated like I still matter': older persons' perceptions and experiences regarding important aspects of experiencing dignity and well-being in residential care facilities" inkluderad som paper i doktorsavhandling "Promoting dignity and well-being in residential care facilities: Older persons’ perceptions and experiences of important aspects and associated factors" (http://urn.kb.se/resolve?urn=urn:nbn:se:du-39632)</p

Control, anxiety and test performance: Self-reported and physiological indicators of anxiety as mediators

British Journal of Educational Psychology, 93, 72-8

Associations between teachers’ interpersonal behavior, physiological arousal, and lesson-focused emotions

Interpersonal aspects of teaching have repeatedly been linked to teacher emotions and well-being on a general level. However, it is unclear how teachers’ moment-to-moment interpersonal behavior is associated with their physiological arousal during teaching and how this contributes to their lesson-focused emotional outcomes. Eighty secondary education teachers with a mean age of 43.7 years (SD = 11.5) and 13.4 years of teaching experience (SD = 9.7) participated during one real-life lesson. We coded teacher behavior from an interpersonal perspective on the dimensions of agency (i.e., social influence) and communion (i.e., friendliness). Teachers’ physiology (in terms of heart rate) was measured as a proxy for their affective arousal. Teachers differed widely in their behaviors and in how behavior and physiology were associated from moment to moment. Being generally agentic was associated with higher levels of self-reported positive emotions after the lesson, also when being agentic went together with a high heart rate. In contrast, the stronger and the more positively a teacher's physiological arousal was associated with displaying communal behavior, the more likely a teacher was to report negative emotions. We conclude that combining moment-to-moment data of teachers’ interpersonal behavior and physiological arousal has the potential to explain differences in teachers’ emotional outcomes. Such an approach might ultimately provide teachers and teacher educators with the fine-grained and personalized information needed to foster teacher well-being