scholarly journals Testing times: the association of intolerance of uncertainty and metacognitive beliefs to test anxiety in college students

2022 ◽  
Vol 10 (1) ◽  
Author(s):  
Christopher Huntley ◽  
Bridget Young ◽  
Catrin Tudur Smith ◽  
Vikram Jha ◽  
Peter Fisher
Keyword(s):  
College Students ◽  
Emotional Disorders ◽  
Test Anxiety ◽  
Test Performance ◽  
Intolerance Of Uncertainty ◽  
Cross Sectional ◽  
Negative Beliefs ◽  
Metacognitive Beliefs ◽  
Psychological Models ◽  
Linear Regressions

Abstract Background Test anxiety has a detrimental effect on test performance but current interventions for test anxiety have limited efficacy. Therefore, examination of newer psychological models of test anxiety is now required. Two transdiagnostic psychological models of emotional disorders that can account for anxiety are the intolerance of uncertainty model (IUM) and the Self-Regulatory Executive Function (S-REF) model. Intolerance of uncertainty, the stable disposition to find uncertainty distressing, is central to the IUM, while beliefs about thinking, metacognition, are central to the S-REF model. We tested for the first time the role of both intolerance of uncertainty and metacognitive beliefs in test anxiety. Methods A cross-sectional design was used, with college students (n = 675) completing questionnaires assessing their test anxiety, intolerance of uncertainty, and metacognitive beliefs. Hierarchical linear regressions examined if intolerance of uncertainty and metacognitive beliefs were associated with test anxiety, after controlling for age and gender. Results Females reported significantly more test anxiety than males. Partial correlations, controlling for gender, found intolerance of uncertainty and metacognitive beliefs were significantly and positively correlated with test anxiety. Hierarchical linear regressions found metacognitive beliefs explained an additional 13% of variance in test anxiety, after controlling for intolerance of uncertainty. When the order of entry was reversed, intolerance of uncertainty was only able to explain an additional 2% of variance, after controlling for metacognitive beliefs. In the final regression model, gender, intolerance of uncertainty and the metacognitive belief domains of ‘negative beliefs about the uncontrollability and danger of worry’ and ‘cognitive confidence’ were all significantly associated test anxiety, with ‘negative beliefs about the uncontrollability and danger of worry’ having the largest association. Conclusions Both intolerance of uncertainty and metacognitive beliefs are linked to test anxiety, but results suggest metacognitive beliefs have more explanatory utility, providing greater support for the S-REF model. Modification of intolerance of uncertainty and metacognitive beliefs could alleviate test anxiety and help students fulfil their academic potential.

scholarly journals PRE-SERVICE MATHEMATICS TEACHERS METACOGNITIVE BELIEFS AND THEIR EFFECT ON MATHEMATICS ANXIETY

2020 ◽  
Vol 9 (3) ◽  
pp. 705
Author(s):  
Hendra Kartika ◽  
Lessa Roesdiana
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Anxiety ◽  
Math Anxiety ◽  
Self Report ◽  
Male Students ◽  
Cross Sectional ◽  
The Public ◽  
Negative Beliefs ◽  
Metacognitive Beliefs ◽  
And Mathematics

The present study aimed to identify the effects of metacognitive beliefs on mathematics anxiety encompassed by pre-service mathematics teachers’. The intervention role of factors such as positive beliefs was also examined. For this purpose, a total of sixty college students from the mathematics education program of one of the public universities in Indonesia were investigated through cross-sectional surveys. The data of the research were collected through a students’ self-report measure of metacognitive beliefs and mathematics anxiety. The results reveal that although there is no gender difference in metacognitive beliefs, female students are more anxious in mathematics than male students. There are no year levels of difference in metacognitive beliefs and mathematics anxiety. The result shows that metacognitive beliefs have negatively correlated with math anxiety. This study concludes that developing metacognitive beliefs helps pre-service mathematics teachers to effectively overcome mathematics anxiety. Also, enhancing cognitive confidence and controlling negative beliefs about the uncontrollability of thoughts and danger has implications as a treatment to reduce mathematics anxiety.

The influence of anxiety and quality of interaction on collaborative test performance

2011 ◽  
Vol 12 (3) ◽  
pp. 163-174 ◽  
Author(s):  
Carol Pandey ◽  
Susan Kapitanoff
Keyword(s):  
College Students ◽  
Test Anxiety ◽  
Test Performance ◽  
Performance Anxiety ◽  
Anxiety Reduction ◽  
Collaborative Testing ◽  
Collaborative Test

This research investigated the relationships among test performance, anxiety, and the quality of interaction during collaborative testing of college students. It also explored which students are most likely to benefit from collaborative testing. It was randomly determined whether a student would take each of six examinations alone or with a partner. Collaborative testing resulted in higher scores than individual testing for a significant number of students, conferring an advantage of 3.83%. Test performance was positively correlated with quality of interaction. Students with higher levels of test anxiety were most likely to benefit from collaborative testing and to experience the greatest test anxiety reduction.

Speech Recognition in Noise Using Binaural Diotic and Antiphasic Digits-in-Noise in Children: Maturation and Self-Test Validity

2021 ◽  
Vol 32 (05) ◽  
pp. 315-323
Author(s):  
Jenique Wolmarans ◽  
Karina C. De Sousa ◽  
Caitlin Frisby ◽  
Faheema Mahomed-Asmail ◽  
Cas Smits ◽  
...  
Keyword(s):  
Speech Recognition ◽  
Young Children ◽  
Test Performance ◽  
Test Validity ◽  
Control Measures ◽  
Hearing Level ◽  
Cross Sectional ◽  
Self Testing ◽  
Self Test ◽  
Linear Regressions

Abstract Background Digits-in-noise (DIN) tests have become popular for hearing screening over the past 15 years. Several recent studies have highlighted the potential utility of DIN as a school-aged hearing test. However, age may influence test performance in children due to maturation. In addition, a new antiphasic stimulus paradigm has been introduced, allowing binaural intelligibility level difference (BILD) to be measured by using a combination of conventional diotic and antiphasic DIN. Purpose This study determined age-specific normative data for diotic and antiphasic DIN, and a derived measure, BILD, in children. A secondary aim evaluated the validity of DIN as a smartphone self-test in a subgroup of young children. Research Design A cross-sectional, quantitative design was used. Participants with confirmed normal audiometric hearing were tested with a diotic and antiphasic DIN. During the test, arrangements of three spoken digits were presented in noise via headphones at varying signal-to-noise ratio (SNR). Researchers entered each three-digit spoken sequence repeated by the participant on a smartphone keypad. Study Sample Overall, 621 (428 male and 193 female) normal hearing children (bilateral pure tone threshold of ≤ 20 dB hearing level at 1, 2, and 4 kHz) ranging between the ages of 6 and 13 years were recruited. A subgroup of 7-year-olds (n = 30), complying with the same selection criteria, was selected to determine the validity of self-testing. Data Collection and Analysis DIN testing was completed via headphones coupled to a smartphone. Diotic and antiphasic DIN speech recognition thresholds (SRTs) were analyzed and compared for each age group. BILD was calculated through subtraction of antiphasic from diotic SRTs. Multiple linear regressions were run to determine the effect of age on SRT and BILD. In addition, piecewise linear regressions were fit across different age groups. Wilcoxon signed-rank tests were used to determine differences between self- and facilitated tests. Results Age was a significant predictor, of both diotic and antiphasic DIN SRTs (p < 0.05). SRTs improved by 0.15 dB and 0.35 dB SNR per year for diotic and antiphasic SRTs, respectively. However, age effects were only significant up to 10 and 12 years for antiphasic and diotic SRTs, respectively. Age significantly (p < 0.001) predicted BILD, which increased by 0.18 dB per year. A small SRT advantage for facilitated over self-testing was seen but was not significant (p > 0.05). Conclusions Increasing age was significantly associated with improved SRT and BILD using diotic and antiphasic DINs. DIN could be used as a smartphone self-test in young children from 7 years of age with appropriate quality control measures to avoid potential false positives.

The impact of metacognitive beliefs and anticipatory processing on state anxiety in high socially anxious individuals in a speech task

2016 ◽  
Vol 7 (4) ◽  
pp. 588-600 ◽  
Author(s):  
Styliani Gkika ◽  
Adrian Wells
Keyword(s):  
Social Anxiety ◽  
Emotional Disorders ◽  
State Anxiety ◽  
Social Situations ◽  
Socially Anxious ◽  
Negative Beliefs ◽  
Anticipatory Processing ◽  
Metacognitive Beliefs ◽  
Perseverative Thinking ◽  
The Impact

The metacognitive model (Wells & Matthews, 1994) proposes that metacognitions (e.g., positive or negative beliefs about worry and thoughts) are involved in emotional disorders alongside perseverative thinking, such as worry. In social anxiety, worry about forthcoming social situations, termed anticipatory processing (AP), is considered an important maintaining factor (Clark & Wells, 1995), but a role of metacognition is less clear. This study investigated AP and metacognition in 80 high socially anxious individuals asked to engage in either AP or a filler task before delivering a speech. AP and higher uncontrollability/danger metacognitive beliefs were associated with greater state anxiety overall. Individuals with higher positive beliefs about worry experienced less of an increase in anxiety before the speech, but their anxiety persisted until after the speech, compared to individuals with lower beliefs. The results support an effect of metacognitions and are discussed in terms of the social anxiety model and its implications.

scholarly journals Effect of sleep, breakfast and physical activity on test anxiety and psychological distress

2020 ◽  
Vol 13 (2) ◽  
pp. 245-252
Author(s):  
Nusrat Aziz
Keyword(s):  
Physical Activity ◽  
Psychological Distress ◽  
Emotional Disorders ◽  
Test Anxiety ◽  
Significant Negative Correlation ◽  
Cross Sectional Study ◽  
Educational Institutions ◽  
Cross Sectional ◽  
Breakfast Consumption ◽  
The Mean

Introduction: Student psychological distress, emotional disorders, burnout and suicidal ideation are a bitter reality of our present day competitive educational system. Stress is heightened during examination periods. The essentiality of predictors is to find coping techniques to reduce test anxiety and psychological distress, simultaneously maintaining healthy stress and a healthy body, which is needed to drive performance. Material and methods: A cross-sectional study of female medical students for test anxiety and psychological distress was done on, the effects of sleep the night before examination, breakfast consumption before exam and students involvement with exercise or sports. Westside test anxiety scale and Kessler’s psychological distress K10 scale was used to assess the test anxiety and psychological distress along with self-reporting of breakfast consumption, involvement in exercise or sports and sleep duration in the night before exam. Results: This study shows significant negative correlation of test anxiety and psychological distress with duration of sleep. The mean test anxiety and psychological distress were higher with less sleep but odd ratio was not significant. The odds ratio of high Psychological distress were significantly lesser with physical activity Exp(B) 0.562 (95%CI 0.333, 0.949) and with breakfast consumption Exp(B) 0.456 (95%CI 0.268, 0.777). The odds ratios for high test anxiety with exercise and breakfast consumption are lower but not significant. Conclusion: Educational institutions should teach students on the beneficial effect of sleep, breakfast and exercise to reduce academic stress which can enhance students’ performance.

scholarly journals Behavioral Inhibition/Activation Systems and Depression Among Females With Substance Use Disorder: The Mediating Role of Intolerance of Uncertainty and Anhedonia

2021 ◽  
Vol 12 ◽  
Author(s):  
Jinlan Xie ◽  
Ping Fang ◽  
Zhihao Zhang ◽  
Ronglei Luo ◽  
Bibing Dai
Keyword(s):  
Substance Use ◽  
Emotional Disorders ◽  
Substance Use Disorder ◽  
Indirect Effect ◽  
Behavioral Inhibition ◽  
Depression Scale ◽  
Intolerance Of Uncertainty ◽  
Analysis Model ◽  
Cross Sectional Survey ◽  
Cross Sectional

Previous studies have shown that the behavioral inhibition/activation systems (BIS/BAS) have substantial effects on substance use disorder and emotional disorders, and substance use disorder and emotional disorders often occur; in particular, females with substance use disorder are more likely to also have serious emotional disorders including depression than their male counterparts. However, the associations between the BIS/BAS and depression in females with substance use disorder have received little attention. Furthermore, the underlying mechanisms of these relations are largely unknown. The present study examines the mediating roles of intolerance of uncertainty and anhedonia in the associations between the BIS/BAS and depression among females with substance use disorder from the Research Domain Criteria (RDoC) framework. A total of 303 females with substance use disorder from a compulsory substance abuse detention center were tested using a cross-sectional survey involving BIS/BAS Scales, Intolerance of Uncertainty Scale, Snaith-Hamilton Pleasure Scale, and Center for Epidemiologic Studies Depression Scale. The path analysis model revealed that both the BIS and BAS had a direct effect on depression, that the BIS had an indirect effect on depression through intolerance of uncertainty, and that the BAS had an indirect effect on depression via anhedonia. These findings contribute to a more thorough understanding of how the BIS/BAS influence depression among females with substance use disorder and suggest that the utility of targeting these associations in treatments would help reduce depression in females with substance use disorder.

Relationship of Self-Compassion, Hope, and Emotional Control to Perceived Burdensomeness, Thwarted Belongingness, and Suicidal Ideation

Crisis ◽  
2020 ◽  
pp. 1-7
Author(s):  
Laura R. Umphrey ◽  
John C. Sherblom ◽  
Paulina Swiatkowski
Keyword(s):  
College Students ◽  
Suicidal Ideation ◽  
Emotional Control ◽  
Thwarted Belongingness ◽  
Perceived Burdensomeness ◽  
Cross Sectional ◽  
Self Compassion ◽  
Positive Feelings ◽  
Cross Sectional Design ◽  
Relationship Of

Abstract. Background: Cultivating positive feelings of self in relationships with others can affect perceptions of belongingness and burdensomeness. Aims: The present study examines the relationships of self-compassion, hope, and emotional control to thwarted belongingness, perceived burdensomeness, and suicidal ideation. Method: Participants were 481 college students who completed scales measuring self-compassion, hope, emotional control, thwarted belongingness, perceived burdensomeness, and suicidal ideation. Results: Correlation and parallel mediation analysis results show relationships between self-compassion, hope, and emotional control with perceived burdensomeness, thwarted belongingness, and suicidal ideation. Limitations: The study is limited by its cross-sectional design, sample demographics, and inability to distinguish between individuals with suicidal ideation and those who attempt suicide. Conclusion: The results show that the relationships of self-compassion, hope, and emotional control to perceived burdensomeness, thwarted belongingness, and suicidal ideation are worth further investigation.

Sign in / Sign up

Export Citation Format

Share Document