Effects of a Rational–Emotive Education Program on Heightened Anxiety Levels of Female Collegiate Gymnasts

1991 ◽  
Vol 5 (3) ◽  
pp. 235-255 ◽  
Author(s):  
P. Kevin Elko ◽  
Andrew C. Ostrow
Keyword(s):  
Education Program ◽  
State Anxiety ◽  
Sport Competition ◽  
High Anxious ◽  
Self Talk ◽  
Rational Emotive ◽  
Rational Emotive Education ◽  
Anxiety Levels ◽  
Collegiate Gymnasts ◽  
And Performance

This study examined the effects of a Rational-Emotive education program on the competitive state anxiety levels and performance of female collegiate gymnasts who were identified as anxiety prone. The gymnasts (n=6) were participants on a Division I gymnastic team during the 1988–89 season. The high-anxious gymnasts were distinguished from their teammates via the Competitive State Anxiety Inventory-2 (Martens, Burton, Vealey, Bump, & Smith, 1983) and the Sport Competition Anxiety Test (Martens, 1977) and were interviewed by the investigator prior to competition. They ranged from 17 to 22 years of age (M=19.25 yrs). Additionally, this study analyzed the effects of the education program on performance and thought listening (positive vs. negative self-talk). The results revealed that the Rational–Emotive education program significantly decreased levels of cognitive anxiety in five of the six gymnasts. However, the influential effect of the program on somatic anxiety, performance, and thought listening was not significant.

A Controlled Study of Sensation Awareness and Verbal Disclosure for Regulation of Arousal and Anxiety

1992 ◽  
Vol 74 (1) ◽  
pp. 307-320 ◽  
Author(s):  
Stephen R. Scholle
Keyword(s):  
Multivariate Analysis ◽  
Analysis Of Variance ◽  
State Anxiety ◽  
Significant Interaction ◽  
Controlled Study ◽  
Multivariate Analysis Of Variance ◽  
Directed Attention ◽  
Self Talk ◽  
Anxiety Levels

Interactions of attention and verbalization were investigated for effects of self-reported arousal and state-anxiety. Levels of verbalization from silence through talking-without-a-listener to disclosure were compared while self-directed attention was manipulated for sensation versus general thoughts and feelings. Following a stimulus, disclosure of sensations was expected to reduce state anxiety and increase energetic arousal significantly more than disclosure of thoughts. Based on a randomly assigned sample of 120 men, a 3 × 2 × 2 multivariate analysis of variance indicated a significant interaction in the predicted directions. A significant interaction was also found for the 3 × 2 interaction for energetic arousal. For state anxiety means were in the predicted direction. Results indicate that verbalization of sensations is more energizing and calming than silence, while for general thought, silence is more energizing and calming than verbalization. The results suggest efficacy in reframing self-talk to quiet awareness and in communicating sensed distinctions as they emerge.

High Levels of State or Trait Anxiety and Performance on Selected Verbal WAIS Subtests

1970 ◽  
Vol 27 (2) ◽  
pp. 375-379 ◽  
Author(s):  
Wilma J. Knox ◽  
Ricardo Grippaldi
Keyword(s):  
Trait Anxiety ◽  
State Anxiety ◽  
Digit Span ◽  
The State ◽  
State Trait Anxiety Inventory ◽  
High Anxiety ◽  
Anxiety Group ◽  
Anxiety Levels ◽  
And Performance ◽  
Curvilinear Relationships

Upon entering a VA domiciliary Ss were given the State-Trait Anxiety Inventory (STAI) and WAIS subtests, Arithmetic ( A), Similarities ( S) and Digit Span ( DS). Two analyses of variance were carried out among WAIS weighted scores on the three subtests for three groups of different state or trait anxiety levels (high, medium, and low). Analyses showed significant interactions between WAIS scaled scores and anxiety: p < .05 for state anxiety and p < .001 for trait anxiety. The high-anxiety group in each instance showed the classical expectation of a lower A and DS in comparison to S; performance on DS was highest for each medium anxiety group. The study of curvilinear relationships and interaction effects in anxiety was discussed.

Cognitive behaviour therapy vs rational emotive education: Impact on children's self-talk, self-esteem and irrational beliefs

1995 ◽  
Vol 5 ◽  
pp. 59-66 ◽  
Author(s):  
Paul C. Burnett
Keyword(s):  
Primary Schools ◽  
Irrational Beliefs ◽  
Self Esteem ◽  
Behavioural Therapy ◽  
Behaviour Therapy ◽  
Cognitive Behaviour ◽  
Self Talk ◽  
Rational Emotive ◽  
Rational Emotive Education ◽  
The Impact

This study investigated the impact of Cognitive-Behavioural Therapy (CBT) and Rational-Emotive Education (REE) self-enhancement programs on children's self-talk, self-esteem and irrational beliefs. A total of 116 children (50.9% girls) with a mean age of 9.8 years attending Years 4 and 6 at two primary schools participated in the study. CBT resulted in a reduction in negative self-talk while REE seemed to enhance independence beliefs. Both programs were associated with increased positive self-talk and with having increased rationality in Conformity and Discomfort Intolerance beliefs.

Role of Model's Affect in Test Anxiety

1980 ◽  
Vol 47 (3) ◽  
pp. 956-958
Author(s):  
David R. Olson ◽  
Robert S. Schlottmann
Keyword(s):  
Task Performance ◽  
State Anxiety ◽  
Task Demands ◽  
Before And After ◽  
Anxiety Levels ◽  
And Performance ◽  
State Scale ◽  
High Test ◽  
And Task

Thirty high test-anxious and 30 low test-anxious undergraduate females were exposed to either an anxious model, a non-anxious model or no model before performing on a spatial visualization task. The STAI A-State scale was also given before and after performance to determine the effects of model conditions and task performance on state anxiety levels. Subjects were then asked to evaluate their performance. Highly test-anxious subjects performed more poorly, reported higher levels of anxiety, and evaluated their performance more negatively than low test-anxious subjects. Type of model had no differential effect on the anxiety level and performance of subjects. Thus, the vicarious effects of a model may sometimes be superceded by task demands even on highly test-anxious subjects.

scholarly journals An Examination of the Performance Anxiety Levels of Undergraduate Music Teaching Students in the Instrument Exams According to Various Variables (Case of Tokat Province)

2019 ◽  
Vol 8 (4) ◽  
pp. 221 ◽  
Author(s):  
Mehmet Serkan Umuzdaş ◽  
Hatice Tök ◽  
Serpil Umuzdaş
Keyword(s):  
Academic Achievement ◽  
Trait Anxiety ◽  
Education Program ◽  
State Anxiety ◽  
Teacher Education Program ◽  
The State ◽  
Music Teaching ◽  
Achievement Scores ◽  
Significant Difference ◽  
Anxiety Levels

Quantitative descriptive method was used in order to examine the state-trait and total anxiety levels of the students in the Undergraduate Music Teaching Program by gender, instrument difference, school year and academic achievement scores of students. The study has been conducted in the fall semester of 2018-2019 academic year in Turkey with Tokat University Faculty of Education, Fine Arts Education Department Music Education Program students (n = 77). For data collection, "The State-Trait Anxiety Inventory" developed by Spielberg et al. (1964) and adopted to Turkish by Öner and Le Compte (1983). The trait anxiety inventory was applied in a time period when the students were away from exam stress. The state anxiety inventory, on the other hand, was conducted just before the final exams. According to the results of the study, when the state-trait and total anxiety of the students receiving musical instrument education in Music Teacher Education Program is examined, it was found that there is a significant difference between trait and state anxiety, that female students' trait and total anxiety levels are higher, and the male students' state anxiety is higher; when it is considered in terms of instrument differences, it was seen that students playing stringed instruments have higher anxiety than those who play bow and wind instruments, A significant difference was found in terms of academic achievement scores in undergraduate freshman and senior students who have higher anxiety.

Comparison of noise effects to state anxiety levels of patients and nurses

2017 ◽  
Vol 41 (S1) ◽  
pp. S693-S693
Author(s):  
B. Mala. Akgun ◽  
M. Akgün
Keyword(s):  
State Anxiety ◽  
Sound Level ◽  
The State ◽  
Public Hospitals ◽  
Negative Effects ◽  
Human Right ◽  
Noise Effects ◽  
Anxiety Levels ◽  
Competing Interest ◽  
And Performance

IntroductionAn quiet environment is comfortable and peaceful. Also, healthy and safety environment is a human right. But, exposure to noise may cause negative effects on psychology and performance. Also, it is a problem in public hospitals, because, noise is an important issue for both nurses and patients.ObjectivesThe study was designed to determine decibel levels on the hospital's four unified clinics and compare noise effects to state anxiety levels of patients and nurses.MethodsInformation Form, Spielberger State-Trait Anxiety Inventory (STAI) were applied to participating 40 patients and 14 nurses. A measurement of the sound level of unified clinics was performed for two days in the morning and after lunch for two days.ResultsThe range of minimum to maximum decibel levels was significantly greater in nurses’ station (38.66 dB versus 82.48 dB) than patient rooms (24.61 dB versus 74.2 dB) (P < .05). 25 patients and 14 nurses stated that there was noise in the clinic. 19 patients and 10 nurses expressed that it caused a headache. The state anxiety levels were 39.29 ± 5.61 for nurses and 45.4 ± 4.86 for patients. The state anxiety level of patients were 44.83 ± 3.86 in 1. Clinic, 48.8 ± 4.37 in 2. Clinic, 43.82 ± 4.9 in 3. clinic, 44 ± 5.57 in 4. Clinic.ConclusionsWe should reduce the noise level to reduce the level of state anxiety. This study describes one reason to reduce peak noise levels on unified clinics. Standards applied across studies to measure and characterize acoustic environments are urgently needed.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Interrelations of Trait and State Anxiety with Game Performance of Rugby Players

1987 ◽  
Vol 64 (2) ◽  
pp. 599-602 ◽  
Author(s):  
Ian W. Maynard ◽  
Bruce L. Howe
Keyword(s):  
Multiple Regression ◽  
State Anxiety ◽  
Somatic Anxiety ◽  
Competitive Anxiety ◽  
Self Confidence ◽  
Anxiety Test ◽  
Sport Competition ◽  
And Performance ◽  
Game Performance ◽  
Rugby Players

The Martens' Sport Competition Anxiety and Competitive State Anxiety Inventory-2 tests were administered to 22 male university rugby players to assess the relationship between the tests and their effectiveness in predicting game performance. The Sport Competition Anxiety Test was completed early in the season and the State Anxiety Inventory an hour before two games during a tournament. A multiple regression between the Competitive Anxiety Test and the three subscales of the Sport Anxiety Inventory-2 showed a significant relationship between the Competitive Anxiety Test and the single subscale of somatic anxiety. A separate multiple regression with performance as the criterion variable produced no significant findings. A significant correlation was noted between somatic anxiety and performance for those players who performed below their normal ability. The significant increase in self-confidence between games may have been detrimental to the performance of the team.

The Relationship Among Personality, Cognitive Anxiety, Somatic Anxiety, Physiological Arousal, and Performance in Male Athletes

2016 ◽  
Vol 10 (1) ◽  
pp. 48-58 ◽  
Author(s):  
Kamuran Yerlikaya Balyan ◽  
Serdar Tok ◽  
Arkun Tatar ◽  
Erdal Binboga ◽  
Melih Balyan
Keyword(s):  
State Anxiety ◽  
Physiological Arousal ◽  
Male Athletes ◽  
Somatic Anxiety ◽  
Competitive Anxiety ◽  
Second Stage ◽  
Cognitive Anxiety ◽  
Anxiety Levels ◽  
And Performance ◽  
The Relationship

The present study examined the association between personality, competitive anxiety, somatic anxiety and physiological arousal in athletes with high and low anxiety levels. Anxiety was manipulated by means of an incentive. Fifty male participants, first, completed the Five Factor Personality Inventory and their resting electro dermal activity (EDA) was recorded. In the second stage, participants were randomly assigned to high or low anxiety groups. Individual EDAs were recorded again to determine precompetition physiological arousal. Participants also completed the Competitive State Anxiety Inventory-2 (CSAI-2) and played a computer-simulated soccer match. Results showed that neuroticism was related to both CSAI-2 components and physiological arousal only in the group receiving the incentive. Winners had higher levels of cognitive anxiety and lower levels of physiological arousal than losers. On the basis of these findings, we concluded that an athlete’s neurotic personality may influence his cognitive and physiological responses in a competition.

scholarly journals Rational emotive education for reducing stress of undergraduate students of religious education program

Medicine ◽  
2021 ◽  
Vol 100 (23) ◽  
pp. e26177
Author(s):  
Leonard Chidi Ilechukwu ◽  
Nkechi Theresa Egenti ◽  
Henry Egi Aloh ◽  
Rowland C. Uwakwe ◽  
Nkiru Obande-Ogbuinya ◽  
...  
Keyword(s):  
Religious Education ◽  
Undergraduate Students ◽  
Education Program ◽  
Rational Emotive ◽  
Rational Emotive Education ◽  
Reducing Stress
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