Effects of intervention upon precompetition state anxiety in elite junior tennis players: The relevance of the matching hypothesis

Reproduced with permission of publisher from: Terry, P., Coakley, L., & Karageorghis, C. Effects of intervention upon precompetition state anxiety in elite junior tennis players: the relevance of the matching hypothesis. Perceptual and Motor Skills, 1995, 81, 287-296. © Perceptual and Motor Skills 1995The matching hypothesis proposes that interventions for anxiety should be matched to the modality in which anxiety is experienced. This study investigated the relevance of the matching hypothesis for anxiety interventions in tennis. Elite junior tennis players (N = 100; Age: M = 13.9 yr., SD = 1.8 yr.) completed the Competitive State Anxiety Inventory-2 before and after one of four randomly assigned intervention strategies approximately one hour prior to competition at a National Junior Championship. A two-factor multivariate analysis of variance (group x time) with repeated measures on the time factor gave no significant main effect by group but indicated significant reductions in somatic anxiety and cognitive anxiety and a significant increase in self-confidence following intervention. A significant group by time interaction emerged for self-confidence. The results question the need to match intervention strategy to the mode of anxiety experienced

Further development of the Children’s Mathematics Anxiety Scale UK (CMAS-UK) for ages 4–7 years

There are currently many mathematics anxiety rating scales designed typically for adult and older children populations, yet there remains a lack of assessment tools for younger children ( 0.45) and high internal consistency (α = 0.88). A single factor model of Online Mathematics Anxiety was related to the experience of an entire mathematics lesson, from first entering the classroom to completing a task. A significant negative correlation was observed between the CMAS-UK and mathematics performance scores, suggesting that children who score high for mathematics anxiety tend to score to perform less well on a mathematics task. Subsequent confirmatory factor analysis was conducted to test a range of module structures; the shortened 19-item CMAS-UK was found to have similar model indices as the 26-item model, resulting in the maintenance of the revised scale. To conclude, the 19-item CMAS-UK provides a reliable assessment of children’s mathematics anxiety and has been shown to predict mathematics performance. This research points towards the origins of mathematics anxiety occurring when number is first encountered and supports the utility of the CMAS-UK. Subsequent research in the area should consider and appropriately define an affective component that may underlie mathematics anxiety at older ages. Mathematics anxiety relates to more complex procedures that elude the experiences of younger children and may instead be the result of number-based experiences in the early years of education.N/

Anxiety is not enough to drive me away: A latent profile analysis on math anxiety and math motivation

Mathematics anxiety (MA) and mathematics motivation (MM) are important multi-dimensional non-cognitive factors in mathematics learning. While the negative relation between global MA and MM is well replicated, the relations between specific dimensions of MA and MM are largely unexplored. The present study utilized latent profile analysis to explore profiles of various aspects of MA (including learning MA and exam MA) and MM (including importance, self-perceived ability, and interest), to provide a more holistic understanding of the math-specific emotion and motivation experiences. In a sample of 927 high school students (13–21 years old), we found 8 distinct profiles characterized by various combinations of dimensions of MA and MM, revealing the complexity in the math-specific emotion-motivation relation beyond a single negative correlation. Further, these profiles differed on mathematics learning behaviors and mathematics achievement. For example, the highest achieving students reported modest exam MA and high MM, whereas the most engaged students were characterized by a combination of high exam MA and high MM. These results call for the need to move beyond linear relations among global constructs to address the complexity in the emotion-motivation-cognition interplay in mathematics learning, and highlight the importance of customized intervention for these heterogeneous groups

Risk Factors for Obesity and High Blood Pressure in Chinese American Children: Maternal Acculturation and Children’s Food Choices

The objective of this study is to explore risk factors associated with overweight and high blood pressure in Chinese American children. Students and their parents were recruited from Chinese language schools in the San Francisco Bay Area. Data were collected on 67 children and their mothers, and included children’s weight, height, waist and hip circumferences, blood pressure, level of physical activity, dietary intake, usual food choice, knowledge about nutrition and physical activity, and self-efficacy regarding diet and physical activity. Mothers completed questionnaires on demographic data and acculturation. About 46% of children had a body mass index exceeding the 85th percentile. Lower level of maternal acculturation is a risk factor for overweight and higher waist to hip ratio. Children’s unhealthy food choices were predictive of high body mass index and high systolic blood pressure, whereas older age and less physical activity in children were predictors of high diastolic blood pressure. Developing culturally sensitive and developmentally appropriate interventions to reduce overweight and high blood pressure is critical to reduce health disparities among minority children

Western Cultural Identification Explains Variations in the Objectification Model for Eating Pathology Across Australian Caucasians and Asian Women

Objective: To assess differences in trait objectifying measures and eating pathology between Australian Caucasians and Asian women living in Australia and in Hong Kong with high and low levels of western cultural identification (WCI) and to see if exposure to objectifying images had an effect on state-objectification. A further aim was to assess using path analyses whether an extended version of the objectification model, including thin-ideal internalization, differed depending on the level of WCI. Method: A total of 424 participants comprising 162 Australian Caucasians and 262 Asians (n = 183 currently residing in Australia and n = 79 living in Hong Kong) took part in the study. Of the overall Asian sample, 133 individuals were classified as high-WCI and 129 participants as low-WCI. Participants were randomly allocated into one of two conditions, presenting either objectifying images of attractive and thin Asian and Caucasian female models (objectification group, n = 204), or showing neutral images of objects (e.g., chairs, tables; control group, n = 220). Subsequently, participants were asked to complete a series of questionnaires assessing objectification processes and eating pathology. Results: Findings revealed that the Caucasian group presented with significantly higher internalization and body surveillance scores than either of the two Asian groups and also revealed higher scores on trait-self-objectification than the low-WCI Asian sample. As regards to the effects of objectifying images on state self-objectification, we found that ratings were higher after exposure to women than to control objects for all groups. Finally, multi-group analyses revealed that our revised objectification model functioned equally across the Caucasian and the high-WCI Asian group, but differed between the Caucasian and the low-WCI Asian group. Conclusion: Our findings outline that individuals with varying levels of WCI might respond differently to self-objectification processes. Levels of WCI should therefore be taken into consideration when working with women from different cultural backgrounds

Effect of cognitive-behavioral therapy with music therapy in reducing physics test anxiety among students as measured by generalized test anxiety scale

Abstract: Background: The study determined the effect of cognitive-behavioral therapy (CBT) with music in reducing physics test anxiety among secondary school students as measured by generalized test anxiety scale. Methods:Pre-test post-test randomized control trial experimental design was adopted in this study. A total of 83 senior secondary students including male (n=46) and female (n=37) from sampled secondary schools in Enugu State, Nigeria, who met the inclusion criteria constituted participants for the study. A demographic questionnaire and a 48-item generalized test anxiety scale were used for data collection for the study. Subjects were randomized into treatment and control groups. The treatment group was exposed to a 12-week CBT-music program. Thereafter, the participants in the treatment group were evaluated at 3 time points. Data collected were analyzed using repeated measures analysis of variance. Results: The participants who were exposed to CBT-music intervention program significantly had lower test anxiety scores at the post-treatment than the participants in the control group. Furthermore, the test anxiety scores of the participants in the CBT-music group were significantly lower than those in the control group at the follow-up measure. Thus, the results showed a significant effect of CBT with music in reducing physics test anxiety among secondary school students. Conclusion:We concluded that CBT-music program has a significant benefit in improving the management of physics test anxiety among secondary school students. Abbreviations: DR2 = adjusted R2, CBT = cognitive-behavioral therapy, CBT-music = CBT-based music group, CI = confidence interval, GTAI = Generalized Test Anxiety Inventory

Countries with Higher Levels of Gender Equality Show Larger National Sex Differences in Mathematics Anxiety and Relatively Lower Parental Mathematics Valuation for Girls.

Despite international advancements in gender equality across a variety of societal domains, the underrepresentation of girls and women in Science, Technology, Engineering, and Mathematics (STEM) related fields persists. In this study, we explored the possibility that the sex difference in mathematics anxiety contributes to this disparity. More specifically, we tested a number of predictions from the prominent gender stratification model, which is the leading psychological theory of cross-national patterns of sex differences in mathematics anxiety and performance. To this end, we analyzed data from 761,655 15-year old students across 68 nations who participated in the Programme for International Student Assessment (PISA). Most importantly and contra predictions, we showed that economically developed and more gender equal countries have a lower overall level of mathematics anxiety, and yet a larger national sex difference in mathematics anxiety relative to less developed countries. Further, although relatively more mothers work in STEM fields in more developed countries, these parents valued, on average, mathematical competence more in their sons than their daughters. The proportion of mothers working in STEM was unrelated to sex differences in mathematics anxiety or performance. We propose that the gender stratification model fails to account for these national patterns and that an alternative model is needed. In the discussion, we suggest how an interaction between socio-cultural values and sex-specific psychological traits can better explain these patterns. We also discuss implications for policies aiming to increase girls' STEM participation

Who is afraid of math? Two sources of genetic variance for mathematical anxiety.

BACKGROUND: Emerging work suggests that academic achievement may be influenced by the management of affect as well as through efficient information processing of task demands. In particular, mathematical anxiety has attracted recent attention because of its damaging psychological effects and potential associations with mathematical problem solving and achievement. This study investigated the genetic and environmental factors contributing to the observed differences in the anxiety people feel when confronted with mathematical tasks. In addition, the genetic and environmental mechanisms that link mathematical anxiety with math cognition and general anxiety were also explored. METHODS: Univariate and multivariate quantitative genetic models were conducted in a sample of 514 12-year-old twin siblings. RESULTS: Genetic factors accounted for roughly 40% of the variation in mathematical anxiety, with the remaining being accounted for by child-specific environmental factors. Multivariate genetic analyses suggested that mathematical anxiety was influenced by the genetic and nonfamilial environmental risk factors associated with general anxiety and additional independent genetic influences associated with math-based problem solving. CONCLUSIONS: The development of mathematical anxiety may involve not only exposure to negative experiences with mathematics, but also likely involves genetic risks related to both anxiety and math cognition. These results suggest that integrating cognitive and affective domains may be particularly important for mathematics and may extend to other areas of academic achievement

Effects of relaxing and arousing music during imagery training on dart-throwing performance, physiological arousal indices, and competitive state anxiety

© 2018 Kuan, Morris, Kueh and Terry. Music that is carefully selected to match the requirements of activities and the characteristics of individuals has been shown to produce significant impacts on performance enhancement (Priest et al., 2004). There is also evidence that music can enhance imagery (Grocke and Wigram, 2007), although few studies have investigated the effects of music on imagery in the context of sport skills. In the present study, the effects of relaxing and arousing music during imagery on dart-throwing performance, physiological arousal indices, and competitive state anxiety, were investigated among 63 novice dart throwers. Participants had moderate-to-high imagery ability and were randomly assigned to unfamiliar relaxing music (URM), unfamiliar arousing music (UAM), or no music (NM) groups. Performance was assessed by 40 dart throws at a concentric circles dartboard before and after 12 imagery sessions over 4 weeks. Measures of galvanic skin response (GSR), peripheral temperature (PT), and heart rate (HR) were taken during imagery sessions 1 and 12, and the Competitive State Anxiety Inventory-2 Revised (CSAI-2R) was administered prior to the pre- and post-intervention performance task. Dart-throwing gain scores were significantly higher for URM than for UAM and NM, with no significant difference between UAM and NM (URM = 37.24 ± 5.66, UAM = 17.57 ± 5.30, and NM = 13.19 ± 6.14, F2,62 = 5.03, p = 0.01, η2 = 0.14). GSR, PT, and HR reflected lower arousal for URM than for UAM or NM. Significant decreases in somatic anxiety were evident for URM and UAM but not NM. Significant decreases in cognitive anxiety were evident for URM and NM but not UAM. Significant increases in self-confidence were evident for URM but not UAM or NM. Performance improved in all three conditions but URM was associated with the largest performance gain, the lowest physiological indices of arousal, and the most positive CSAI-2R profiles. Listening to relaxing music during imagery may have benefits for performance in other fine motor skills.The present study was supported by the Fundamental Research Grant Scheme of the Ministry of Higher Education, Malaysia and Research University’s Individual Grant (USM-RUI) from Universiti Sains Malaysia (1001/PPSP/812149)