scholarly journals The effect of brief anxiety interventions on reported anxiety and math test performance

2021 ◽  
Vol 7 (1) ◽  
pp. 4-19
Author(s):  
Colleen M. Ganley ◽  
Rachel A. Conlon ◽  
Amanda L. McGraw ◽  
Connie Barroso ◽  
Elyssa A. Geer
Keyword(s):  
Test Anxiety ◽  
Expressive Writing ◽  
Test Performance ◽  
State Anxiety ◽  
Math Performance ◽  
Control Group ◽  
Single Session ◽  
Math Assessment ◽  
Look Ahead ◽  
Math Test

Research suggests that math and test anxiety have detrimental impacts on performance in math. To prevent these effects, a number of interventions have been developed, but these interventions have not been extensively tested. In the current study, we examine whether four brief anxiety interventions reduce state anxiety and/or increase math performance. We also examine whether any of the interventions weaken the relation between math or test anxiety and math performance. Participants were 300 college students varying in math and test anxiety levels. Participants were randomly assigned to one of four single-session interventions, which each took 5 minutes or less (reappraisal as challenge, reappraisal as excitement, expressive writing, and look ahead), or a no intervention control group. Results generally show that none of the interventions had an effect on reports of state anxiety or performance on a difficult math assessment, with the exception that students in the expressive writing condition reported higher levels of state anxiety. None of the interventions served to attenuate the relation between math or test anxiety and math performance. These findings were not consistent with results of previous work, and suggest that interventions may need to be more extensive in order to have an effect on state anxiety and math performance.

scholarly journals Effects of An Acute Physical Activity Break on Test Anxiety and Math Test Performance

2020 ◽  
Vol 17 (5) ◽  
pp. 1523
Author(s):  
Myrto Mavilidi ◽  
Kim Ouwehand ◽  
Nicholas Riley ◽  
Paul Chandler ◽  
Fred Paas
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Test Anxiety ◽  
Test Performance ◽  
Primary Schools ◽  
Sixth Grade ◽  
Moderate Intensity ◽  
High Anxious ◽  
Anxiety Levels ◽  
Math Test

(1) Background: Test anxiety has been found to negatively affect students’ mental health and academic performance. A primary explanation for this is that anxiety-related thoughts occupy working memory resources during testing that cannot be used for test-related processes (such as information retrieval and problem-solving). The present intervention study investigated whether physical activity could decrease anxiety levels and improve maths test performance in sixth-grade children. (2) Methods: Sixty-eight children of 11–12 years from two primary schools in New South Wales, Australia were categorised as low or high anxious from their scores on a trait-anxiety questionnaire. After this assessment, they were randomly assigned to the activity break condition, in which they had to do several physical activities of moderate intensity (e.g., star jumps) for 10 min, or the control condition, in which they played a vocabulary game for 10 min. The outcome measures were children’s anxiety levels at the beginning, during, and at the end of the test, invested mental effort, perceived task difficulty and maths test performance. (3) Results: Results showed that regardless of the condition, low anxious students performed better on the maths test than high anxious children. No differences were found for any of the variables between the activity break condition and the control condition. (4) Conclusions: Although test anxiety was not reduced as expected, this study showed that short physical activity breaks can be used before examinations without impeding academic performance.

Effect of humor on state anxiety and math performance

2012 ◽  
Vol 25 (1) ◽  
Author(s):  
Thomas E. Ford ◽  
Brianna L. Ford ◽  
Christie F. Boxer ◽  
Jacob Armstrong
Keyword(s):  
State Anxiety ◽  
Math Performance ◽  
Mediation Analyses ◽  
Math Test ◽  
The Relationship

AbstractAn experiment tested the hypothesis that exposure to humorous material prior to taking a difficult math test can inhibit the amount of anxiety associated with the test, and thus enhance performance. In keeping with our hypothesis, participants performed better on a math test after first being exposed to funny cartoons versus non-humorous poems or nothing at all. Mediation analyses suggest that state anxiety mediated the relationship between exposure to humorous cartoons and math performance. Participants who were first exposed to cartoons performed better on the math test because they felt less anxiety while taking the test.

Differential Gender and Ethnic Differences in Math Performance

2012 ◽  
Vol 220 (3) ◽  
pp. 164-171 ◽  
Author(s):  
Johannes Keller
Keyword(s):  
Ethnic Differences ◽  
Test Performance ◽  
Regulatory Focus ◽  
Self Regulation ◽  
American College Test ◽  
Math Performance ◽  
Differential Sensitivity ◽  
Regulatory Focus Theory ◽  
Math Test ◽  
Focus Theory

The present research investigates the role of self-regulatory mechanisms in the context of gender and ethnic differences (between African Americans and Caucasians) in math test performance. Building on two basic notions proposed in regulatory focus theory, it is argued that gender and ethnic differences in math performance are particularly pronounced under conditions where prevention-focused self-regulation is activated (by emphasizing point deductions for mistakes). This assumption refers to a specific mechanism documented in previous research on regulatory focus theory: The differential-sensitivity mechanism according to which a prevention focus renders individuals particularly sensitive with regard to negative information (such as negative performance expectancies). Results of an archival data analysis document a substantial differential gender and ethnic gap in math performance as a function of test instruction (involving point deductions for mistakes or not) supporting the proposed differential gender and ethnic-gap hypothesis. The gap between women and men as well as the gap between African-American and Caucasian test takers is substantially larger in the Scholastic Aptitude Test for math (which involves point deductions for mistakes) than in the corresponding American College Test.

Gender and Math Performance: Does Biology Have Implications for Educational Policy?

1983 ◽  
Vol 165 (2) ◽  
pp. 158-174 ◽  
Author(s):  
Jon Beckwith
Keyword(s):  
Environmental Factors ◽  
Educational Policy ◽  
Human Behavior ◽  
Test Performance ◽  
Test Score ◽  
Strong Influence ◽  
Math Performance ◽  
Human Ability ◽  
Biological Substrate ◽  
Math Test

The use of new biological theories of human behavior to inform educational policy is criticized. Authors who suggest that detecting a biological basis for a particular human ability indicates the unchangeable nature of that ability are committing the fallacy of biological determinism. One study is chosen to illustrate the problems inherent in attempts to link a biological substrate with human achievement. The study by Benbow and Stanley on differential math performance between boys and girls is analyzed in terms of the assumptions which underlie it. An unstated assumption of the Benbow-Stanley study is that socialization factors, in particular those that cannot be quantified, are not important in the development of math test performance. The authors also commit the error of reification, attributing to a test score a physical meaning. Evidence is described indicating the strong influence of environmental factors on SAT, IQ, and other tests. Finally, the appearance of this study and the publicity it received are seen as a reaction to the emergence of the women's movement in this country in the last 15 years.

A randomized trial of humor effects on test anxiety and test performance

2006 ◽  
Vol 19 (4) ◽  
Author(s):  
Ronald A Berk ◽  
Joy Nanda
Keyword(s):  
Test Anxiety ◽  
Test Performance ◽  
Choice Test ◽  
Control Group ◽  
Control Group Design ◽  
Constructed Response ◽  
Independent Test ◽  
Before And After ◽  
Testing Condition ◽  
Very High

AbstractThis investigation tested the hypothesis of humor effects on test anxiety to improve test performance. A pretest-posttest control group design was employed to determine differences between humorous and serious versions of the same test content. One graduate biostatistics course of 98 students participated. Based on three independent test administrations, ANCOVAs were computed to isolate the effects of humorous directions only, humorous items only, and the combination of both on emotional/physiological and worry/cognitive anxiety symptoms and biostatistics achievement. Humorous directions had a statistically significant (p < .05) impact on constructed-response item performance for the first test (descriptive statistics), with an effect size of .43. Multiple-choice test performance correlated negatively with the two pre-anxiety subscales (r = −.46, p < .001), explaining up to 21% of the variance. The limitations of very low pre-anxiety levels and very high test performance precluded any other significant effects. The contributions of the humor technique used in the study and the value of measuring situation-specific anxiety immediately before and after a real testing condition were discussed.

scholarly journals “The Dichotic Digit Test” as an Index Indicator for Hearing Problem in Dementia: Systematic Review and Meta-Analysis

2020 ◽  
Author(s):  
Nattawan Utoomprurkporn ◽  
Chris J.D. Hardy ◽  
Joshua Stott ◽  
Sergi G. Costafreda ◽  
Jason Warren ◽  
...  
Keyword(s):  
Systematic Review ◽  
Cognitive Impairment ◽  
Speech Processing ◽  
Test Performance ◽  
Meta Analysis ◽  
Control Group ◽  
People With Dementia ◽  
Ear Advantage ◽  
Right Ear Advantage ◽  
Dementia Onset

Abstract Background Patients with dementia commonly have problems processing speech in the presence of competing background speech or noise. This difficulty can be present from the very early stages of dementia, and may be a preclinical feature of Alzheimer's disease. Purpose This study investigates whether people with dementia perform worse on the dichotic digit test (DDT), an experimental probe of speech processing in the presence of competing speech, and whether test performance may predict dementia onset. Research Design Systematic review and meta-analysis. Data Collection and Analysis A literature search was conducted in Medline, Embase, Scopus, and Psycinfo. We included (1) studies that included people with a diagnosis of dementia and a healthy control group with no cognitive impairment; (2) studies that reported results from a DDT in a free-recall response task; and (3) studies that had the dichotic digit mean correct percentage score or right-ear advantage, as outcome measurements. Results People with dementia had a lower DDT total score, with a pooled mean difference of 18.6% (95% confidence interval [CI]: 21.2–15.9). Patients with dementia had an increased right-ear advantage relative to controls with a pooled difference of 24.4% (95% CI: 21.8–27.0). Conclusion The DDT total scores are lower and the right-ear advantage increased in cognitively impaired versus normal control participants. The findings also suggest that the reduction of dichotic digit total score and increase of right-ear advantage progress as cognitive impairment increases. Whether abnormalities in dichotic digit scores could predict subsequent dementia onset should be examined in further longitudinal studies.

scholarly journals Association of Anxiety Awareness with Risk Factors of Cognitive Decline in MCI

2021 ◽  
Vol 11 (2) ◽  
pp. 135
Author(s):  
Ariela Gigi ◽  
Merav Papirovitz
Keyword(s):  
Cognitive Decline ◽  
State Anxiety ◽  
Verbal Learning ◽  
Memory Loss ◽  
Control Group ◽  
General Tendency ◽  
General Anxiety ◽  
Auditory Verbal Learning ◽  
Skin Conductivity ◽  
Learning Test

Studies demonstrate that anxiety is a risk factor for cognitive decline. However, there are also study findings regarding anxiety incidence among people with mild cognitive impairment (MCI), which mostly examined general anxiety evaluated by subjective questionnaires. This study aimed to compare subjective and objective anxiety (using autonomic measures) and anxiety as a general tendency and anxiety as a reaction to memory examination. Participants were 50 adults aged 59–82 years who were divided into two groups: MCI group and control group, according to their objective cognitive performance in the Rey Auditory Verbal Learning Test. Objective changes in the anxiety response were measured by skin conductivity in all tests and questionnaires. To evaluate subjective anxiety as a reaction to memory loss, a questionnaire on “state-anxiety” was used immediately after completing memory tests. Our main finding was that although both healthy and memory-impaired participants exhibited elevations in physiological arousal during the memory test, only healthy participants reported an enhanced state anxiety (p = 0.025). Our results suggest that people with MCI have impaired awareness of their emotional state.

scholarly journals The diagnostic value of EBV-DNA and EBV-related antibodies detection for nasopharyngeal carcinoma: a meta-analysis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Weixing Liu ◽  
Gui Chen ◽  
Xin Gong ◽  
Yingqi Wang ◽  
Yaoming Zheng ◽  
...  
Keyword(s):  
Nasopharyngeal Carcinoma ◽  
Test Performance ◽  
Meta Analysis ◽  
Diagnostic Value ◽  
Cochrane Library ◽  
Control Group ◽  
Summary Receiver Operating Characteristic ◽  
Ebv Dna ◽  
The Difference ◽  
Sensitivity Specificity

Abstract Background Numerous individual studies have investigated the diagnostic value of EBV-DNA, EA-IgA, VCA-IgA, EBNA1-IgA and Rta-IgG detection for nasopharyngeal carcinoma (NPC), but the conclusions remain controversial. This meta-analysis aimed to determine the value of EBV-DNA, EA-IgA, VCA-IgA, EBNA1-IgA and Rta-IgG detection in the diagnosis of NPC. Methods PROSPERO registration number: CRD42019145532. PubMed, EMBASE, Cochrane Library, and Chinese data libraries (Wanfang, CNKI, and CBM) were searched up to January 2019. The pooled sensitivity, specificity, and positive likelihood, negative likelihood, and diagnostic odds ratios were conducted in this meta-analysis. Summary receiver operating characteristic curves evaluated the test-performance global summary. Publication bias was examined by Deek’s funnel plot asymmetry test. Results Forty-seven studies with 8382 NPC patients (NPC group) and 15,089 individuals without NPC (Control group) were included in this meta-analysis. The sensitivity, specificity, positive likelihood (+ LR), negative likelihood (-LR), DOR and AUC of EBV-DNA in diagnosis of NPC were: 0.76 (95% CI 0.73–0.77), 0.96 (95% CI 0.95–0.97), 14.66 (95% CI 9.97–21.55), 0.19 (95% CI 0.13–0.28), 84 (95% CI 50.45–139.88), 0.96 (SE: 0.001), and 0.55 (95% CI 0.54–0.57), 0.96 (95% CI 0.96–0.97), 12.91 (95% CI 9.55–17.45), 0.35 (95% CI 0.29–0.43), 39.57 (95% CI 26.44–59.23), 0.94 (SE: 0.002) for the EA-IgA, and 0.85 (95% CI 0.84–0.85), 0.89 (95% CI 0.88–0.89), 6.73 (95% CI5.38–8.43), 0.17 (95% CI 0.12–0.23), 43.03 (95% CI 31.51–58.76), 0.93 (SE: 0.007) for the VCA-IgA, and 0.86 (95% CI 0.85–0.88), 0.87 (95% CI 0.88–0.90), 7.55 (95% CI 5.79–9.87), 0.16 (95% CI 0.13–0.19), 50.95 (95% CI 34.35–75.57), 0.94 (SE: 0.008) for the EBNA1-IgA, and 0.70 (95% CI 0.69–0.71), 0.94 (95% CI 0.94–0.95), 9.84 (95% CI 8.40–11.54), 0.25 (95% CI 0.21–0.31), 40.59 (95% CI 32.09–51.35), 0.95 (SE: 0.005) for the Rta-IgG. The EBV-DNA had larger AUC compared with other EBV-based antibodies (P < 0.05), while the difference between EA-IgA, VCA-IgA, EBNA1-IgA and Rta-IgG was not statistically significant (P > 0.05). Conclusions EBV-DNA, VCA-IgA, EBNA1-IgA and Rta-IgG detection have high accuracy in early diagnosis NPC. In addition, EBV-DNA detection has the higher diagnosis accuracy in NPC. On the other hand, EA-IgA is suitable for the diagnosis but not NPC screening.

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