The Relationships between Maladaptive Perfectionism, Stress, Flow, and Performance Anxiety of University Students Majoring in Dance

2020 ◽  
Vol 78 (4) ◽  
pp. 161-179
Author(s):  
Joon-Mo Lee
Keyword(s):  
University Students ◽  
Performance Anxiety ◽  
Maladaptive Perfectionism ◽  
And Performance ◽  
Stress Flow

Understanding and promoting students’ well-being and performance in university studies – effects of a 7-week Acceptance and Commitment Therapy based course (Preprint)

2019 ◽  
Author(s):  
Henna Asikainen ◽  
Nina Katajavuori ◽  
Kirsikka Kaipainen
Keyword(s):  
Mental Illness ◽  
University Students ◽  
Acceptance And Commitment Therapy ◽  
Well Being ◽  
Pharmacy Students ◽  
Reflective Journal ◽  
Reflective Journals ◽  
Commitment Therapy ◽  
Acceptance And Commitment ◽  
And Performance

BACKGROUND Internationally there have been many studies showing that the number of university students suffering from mental illness is growing and this problem should be addressed OBJECTIVE The aim of this study was to examine 41 pharmacy students’ experiences of a small Acceptance and Commitment Therapy (ACT) -based intervention that was implemented as a 7-week course with weekly online modules. METHODS Students’ well-being, experiences of stress, organised studying and psychological flexibility were measured with questionnaires at the beginning and end of the course. Students’ experiences of the effectiveness of the course and were analysed from open-ended responses and a reflective journal. RESULTS The results show that students’ well-being and ability to manage time and effort increased during the course(p≤0.003). In their reflective journals, students described how their ability to manage stress in their studies, cope with their thoughts and feelings, focus on the things that are more important to them, and manage their time in studying and their well-being had improved. CONCLUSIONS This study showed that it is possible to foster students’ well-being in their studies. More research is needed to identify the long-lasting effects of these kind of interventions.

scholarly journals Revisiting the Role of Worries in Explaining the Link Between Test Anxiety and Test Performance

2021 ◽  
Author(s):  
Frieder L. Schillinger ◽  
Jochen A. Mosbacher ◽  
Clemens Brunner ◽  
Stephan E. Vogel ◽  
Roland H. Grabner
Keyword(s):  
University Students ◽  
Standardized Tests ◽  
Test Anxiety ◽  
Test Performance ◽  
Inverse Relationship ◽  
Curvilinear Relationship ◽  
General Intelligence ◽  
Mathematical Competencies ◽  
And Performance

AbstractThe inverse relationship between test anxiety and test performance is commonly explained by test-anxious students’ tendency to worry about a test and the consequences of failing. However, other cognitive facets of test anxiety have been identified that could account for this link, including interference by test-irrelevant thoughts and lack of confidence. In this study, we compare different facets of test anxiety in predicting test performance. Seven hundred thirty university students filled out the German Test Anxiety Inventory after completing a battery of standardized tests assessing general intelligence and mathematical competencies. Multiple regressions revealed that interference and lack of confidence but not worry or arousal explained unique variance in students’ test performance. No evidence was found for a curvilinear relationship between arousal and performance. The present results call for revisiting the role of worries in explaining the test anxiety-performance link and can help educators to identify students who are especially at risk of underperforming on tests.

scholarly journals Academic stressors perception according to the motivational orientation to goals in university students

2019 ◽  
Vol 9 (3) ◽  
pp. 189-200
Author(s):  
Victoria Franco Taboada ◽  
Ramón González Cabanach ◽  
Antonio Souto Gestal
Keyword(s):  
University Students ◽  
Motivational Orientation ◽  
Threat Perception ◽  
Sample Population ◽  
Multiple Goals ◽  
Academic Field ◽  
Quality Perception ◽  
Vulnerability To Stress ◽  
And Performance ◽  
Learning And Performance

The target of the research was to find out if academic stressors perception could change according to the motivational orientation to the student’s goals. With a sample population of 468 university students, 62.4% female and 37.6% male, and an average age of 21.82 years old (DT=3.13). Through a conglomerate analysis, the research obtained five groups of approximation goals and avoidance to learning and performance. That, in some cases, combined multiple goals. Opposite to the approximation groups, with a much minor threat perception before the academic exigencies, the avoidance groups expressed a greater vulnerability to stress. Except for the learning avoidance group with a low quality perception of the stressors and a strong indifference towards all related to the academic field. The obtained results, in general, inform us that the origin of this sort of stress is not related as much with the fulfilment of responsibilities, but with the breach or absence of compromise with the work they demand. These are typical manifestations of the students orientated towards avoidance.

scholarly journals Autistic Traits Predict Social-Contact Uncertainty in University Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Alex Bertrams ◽  
Myriam Zäch
Keyword(s):  
Social Anxiety ◽  
University Students ◽  
Social Contact ◽  
Autistic Traits ◽  
Well Being ◽  
Cross Sectional ◽  
Socially Anxious ◽  
And Performance ◽  
The Moment ◽  
The University

Social anxiety (alternatively: social-contact uncertainty) in the university context can lead to reduced health, well-being, and performance, and can even cause premature leaving of education. With the present study, we intended to supplement cross-sectional studies on students' autistic traits and social anxiety with longitudinal findings. We measured autistic traits and social-contact uncertainty of 118 university students on two occasions, roughly 1 year apart. Correlation, multiple regression, and cross-lagged analyses showed that more pronounced autistic traits predicted higher future social-contact uncertainty. Social-contact uncertainty did not predict autistic traits. We conclude that university students who are high in autistic traits tend not only to be more socially anxious at the moment but have a heightened risk of still being so in the future.

scholarly journals LOGIC RETAINING POWER AMONG GENDERS AND EFFECT OF TIME CONSTRAINTS ON THE PERFORMANCE OF UNDERGRADS UNIVERSITY STUDENTS

2021 ◽  
Vol 16 (4) ◽  
Author(s):  
Imtiaz Husain
Keyword(s):  
Mathematical Logic ◽  
University Students ◽  
Gender Gap ◽  
Vital Role ◽  
The Self ◽  
Self Concept ◽  
Time Constraints ◽  
Undergraduate University Students ◽  
Males And Females ◽  
And Performance

Logic has a vital role throughout human history. It considers important for the mental development and performance of the student. The present study was conducted to evaluate the proficiency and logic retaining power and the effect of time constraints on undergraduate university students. Tests comprised of three categories Arithmetic, Algebra, and Geometry. Each section was comprised of 10 questions with four possible answers to respond within the 10 minutes duration. The test was divided into two different questionnaires. One hundred and seventy-five students both males and females took part in the survey and undergo mathematical logic tests. Scores, responding time and differences among the gender profound that males were more logical as compared to females to retain the mathematical logic and performed the assigned task in 23% less time and achieved 20% more scores. Whereas, the significant correlation found among the understanding level of logic, gender gap and the performance among the undergrad’s university students (r = 0.963; P<0.05), which depend upon the factor of time constraints as well as the self-concept and concentration about the topic.

Mindfulness-based practices, psychological capital, burnout and performance anxiety

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kalyani Biswal ◽  
Kailash B.L. Srivastava
Keyword(s):  
Psychological Capital ◽  
Performance Anxiety ◽  
Self Report ◽  
Daily Routine ◽  
Psychological Resources ◽  
Content Type ◽  
Section Data ◽  
Business Executives ◽  
Before And After ◽  
And Performance

Purpose The study examined the role of classroom-based mindfulness-based interventions (MBI) on psychological capital, burnout, and performance anxiety among business executives. Design/Methodology/Approach 52 mid-level and senior leaders filled up a structured questionnaire on mindfulness, psychological capital, and performance anxiety before and after the intervention. They also participated in 2 week-long classroom-based mindfulness intervention programs for 1 hour daily. Findings The finding suggests that mindfulness-based intervention significantly improved PsyCap and reduced burnout and performance anxiety among the executives. Research limitations/implications Self-report measures, sample size, and programmed duration could be a limitation. We can plan long-term (4 weeks) intervention on cross-section data for better outcomes and generalizations. Research implications Mindfulness-based interventions can help save healthcare costs by reducing anxiety and burnout. Leaders can also quantify the value of such intervention for developing PsyCap. Practical implications Management should conduct mindfulness-based training programs, and leaders can practice it in their daily routine to improve psychological resources to reduce stress and better face workplace challenges. Originality/value The study's contribution was using the classroom-based mindfulness-based intervention to improve psychological capital and reduce dysfunctional outcomes in leaders.

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