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1.
Gray's neurological theory of anxiety (1982, 1990; Gray & McNaughton, 2000) predicts that state anxiety will decrease with continuous exposure to a fear arousing stimulus. Previous studies of psychological and physiological state anxiety patterns during public speaking have reported a pattern of progressively decreasing anxiety levels consistent with this phenomenon, known as habituation. In the current report, the extent to which the state anxiety behaviors of speakers conform to the habituation pattern is examined. In the first of two studies, 30 novice speakers presented informative speeches to audiences of 18 to 20 fellow students. These speeches were videotaped and replayed in their entirety for observers (N=30) who rated the severity of each performer's speech anxiety behaviors. In the second study, each videotaped presentation was divided into one‐minute segments and presented in random order to a new set of observers (N=25). Procedures in the second study were designed to control for rater expectations that state anxiety would decline over time. Overall, behavioral measures of public speaking state anxiety displayed a continually declining pattern associated with habituation. 相似文献
2.
It has been assumed that subject loss in habituation procedures is most likely due to random factors such as the behavioral state of the infant during testing. This study explored the possibility that infant temperament might contribute to subject loss. 114 infants at 3 age levels (11, 18, and 28 weeks) were rated by their mothers on a temperament questionnaire and then subjected to a habituation procedure. Analyses showed that female infants who were unable to complete the habituation task were reported as being more fussy and unadaptable. Female infants were less likely to complete at least part of the procedure than were male infants. The results suggest that subject loss in habituation studies may be the result of nonrandom individual difference factors and not just the result of temporary fluctuations in state. 相似文献
3.
《Parenting, science and practice》2013,13(4):265-284
Objectives. This study examined correspondences among maternal and paternal ratings of infant temperament, parental psychological functioning, and infant behavior. Design. Participants included 120 families. When infants were 6 weeks old, mothers and fathers completed the Infant Characteristics Questionnaire (ICQ); reported on their own levels of anxiety, depressive symptoms, and parenting stress; and completed a 3-day diary of their infants' behavior. Infant irritability was assessed in a laboratory situation. Results. Fathers rated their infants' temperament somewhat more negatively, but there was significant correspondence between maternal and paternal ratings on the temperament factors of fussiness, unadaptability, dullness, and a difficultness composite. Higher infant difficultness was consistently associated with parenting stress. Infant behavioral fussiness, as measured by 3-day diaries, was significantly correlated with temperament ratings by both parents and with irritability observed in the laboratory setting. Maternal psychological distress was weakly predictive of ratings of infant difficultness; infant behaviors (diary and laboratory-based irritability) accounted for 15 to 17% of the variance. Paternal psychological distress and infant behaviors contributed equally to difficultness ratings. Conclusions. Mothers and fathers are influenced by somewhat different factors in perceiving their babies' temperament, but both maternal and paternal reports have a basis in laboratory- and diary-based behaviors. Results indicate the strong contributing influence of infant irritability to the perception of difficult temperament and support the validity of parental reports of infant irritability in the first 6 weeks of life. 相似文献
4.
The aim of this study was to follow up exploratory research suggesting that the inverse relationship between test anxiety and examination performance was mediated by cognitive distortions such as catastrophising. Self‐report data for measures of test anxiety and cognitive distortions were collected from students in their final year of compulsory schooling. Examination performance data was collected in mathematics, English language and science. Results supported a model in which cognitive distortions corresponding to the academic domain fully mediated the relationship between two components of test anxiety, worry and bodily symptoms, and academic achievement. This finding is consistent with theories attributing the debilitating influence of anxiety to the presence of interfering cognitions and helps to specify the nature of these interfering cognitions which test anxiety interventions may target. 相似文献
5.
Yiting Chang Mark A. Fine Jean Ispa Kathy R. Thornburg Elizabeth Sharp Miriam Wolfenstein 《Early education and development》2004,15(3):265-282
The purpose of this study was to test a theoretical model that examined the extent to which cognitive readiness to parent, perceived difficult child temperament, observed parenting behaviors, and positive coping styles predicted parenting stress among young, low-income, first-time, African-American mothers. One hundred and twenty African-American, first-time mothers who applied to the Early Head Start program were selected to participate in this study. Results based on structural equation modeling indicated that: (1) observed positive parenting behaviors were negatively related to parenting stress; (2) difficult child temperament was positively related to parenting stress; (3) positive coping styles did not buffer the relationship between difficult child temperament and parenting stress; (4) difficult child temperament was not directly associated with observed parenting behaviors; (5) cognitive readiness to parent was only indirectly related to parenting stress; and (6) observed parenting behaviors mediated the link between cognitive readiness to parent and parenting stress. Future research directions and implications of these findings for professionals working with young mothers are discussed. 相似文献
6.
This study examined the mediating effect of psychological stress in the relationship between social support and mental health symptomatology in undergraduate students. Participants (n = 368) completed measures of social support, psychological stress, and mental health symptomatology. Bootstrapping estimates of indirect effects indicated a significant influence of psychological stress in the relationship between social support and both anxiety and depression symptomatology. Implications for mental health promotion and treatment on college campuses are discussed. 相似文献
7.
In previous research, a physiological pattern of speech anxiety has been established for the periods before, during, and after delivering a public speech. However, no corresponding psychological pattern has been reported. Although strong correlations between psychological and physiological measures have not been found, it seemed reasonable to expect public speakers to exhibit a psychological pattern of speech anxiety similar to the physiological pattern. The results of this study support that hypothesis. The observed pattern is a monotonic function decreasing from the beginning of the speech through the post speech period. 相似文献
8.
通过对排球运动员气质类型研究,进一步探讨排球运动员气质类型的分布特点,不同气质类型运动员在某些技术上的差异以及与战术位置、训练的关系等,为排球运动员的心理选材、排球技术特长训练提供有益参考。 相似文献
9.
心理应激对网球运动员免疫球蛋白变化的实验研究 总被引：1，自引：0，他引：1
党辉 《陕西教育学院学报》2008,24(1):122-125
以48名在校高水平男、女网球运动员作为研究对象,采用STAI量表测量其焦虑特质,采用比浊法测量其免疫球蛋白含量,分析不同焦虑特质的网球运动员在心理应激后的免疫应答。结果表明：心理应激后,高特质焦虑组免疫球蛋白IgM高于低特质焦虑组,而高状态焦虑组免疫球蛋白IgA含量明显低于低焦虑组,高焦虑组的运动员免疫抑制表现更为明显。结论：根据运动员的焦虑特点,有针对性的进行心理训练,稳定运动员的情绪,提高运动成绩,促进运动员的身体健康。 相似文献
10.
Danielle S. Molnar Sabrina Thai Melissa Blackburn Dawn Zinga Gordon L. Flett Paul L. Hewitt 《Child development》2023,94(1):254-271
This prospective longitudinal study evaluated changes in psychological distress among adolescents, pre-pandemic to intra-pandemic, the extent to which within-person and between-person differences in trait multidimensional perfectionism were associated with such changes, and the role of stress in explaining associations between perfectionism and psychological distress. Adolescents (N = 187; 80% female; 78% White, 7% Asian Canadian, 2% Indigenous Peoples in Canada, 2% Black or African Canadian, 2% Latin Canadian, or 9% Other; Mage = 17.96 years) completed online surveys assessing perfectionism (i.e., self-oriented perfectionism and socially prescribed perfectionism), depression, anxiety, and stress pre-pandemic (i.e., March 12, 2020 or earlier) and during Ontario, Canada's first (i.e., March 13, 2020 to July 24, 2020) and second (December 26, 2020 to February 7, 2021) government-mandated lockdowns. Between-person differences and within-person changes in multidimensional trait perfectionism were associated with increases in psychological distress and perceived stress. Perceived stress served as an intermediary pathway linking multidimensional trait perfectionism to psychological distress during the pandemic. 相似文献
11.
Shyh Shin Wong 《Learning and individual differences》2012,22(1):76-82
This study examines the relationships of positive thinking versus negative thinking with psychological well-being and psychological maladjustment. Three hundred and ninety-eight undergraduate students from Singapore participated in this study. First, positive thinking were positively correlated with indicators psychological well-being – life satisfaction and happiness, and negatively correlated with indicators of psychopathology – stress, anxiety, depression, and anger. In contrast, negative thinking were positively correlated with indicators of psychopathology – stress, anxiety, depression, and anger, and negatively correlated with indicators of psychological well-being – life satisfaction and happiness. Second, hierarchical multiple regression results showed that females were more likely than males to be stressed and anxious at the first step of entry. However, there were no significant differences between the sexes in terms of depression, anger, life satisfaction, and happiness. Age did not significantly predict any of the criterion variables. Third, hierarchical multiple regression results showed that negative thinking accounted for more of the significant incremental unique variance in depression, stress, anxiety, life satisfaction, anger, and happiness in order of effect size. This is also found that positive thinking do accounted for a sizable significant incremental unique variance in happiness and life satisfaction, while a very small percentage of 1% significant incremental unique variance for stress, depression, anxiety, and anger. Implications and limitations of these findings were discussed. 相似文献
12.
Parental academic conditional positive regard (PACPR) is a socializing strategy in which parents provide more affection, esteem, and attention than usual when their child studies hard and achieves in school. It is favored and recommended as a positive parenting strategy, whereas empirical findings increasingly document serious psychological costs of this well-intended strategy. PACPR can be conceptualized as an important antecedent of test anxiety. However, no study has tested this assumption yet, and research on antecedents of test anxiety is generally scarce. Based on assumptions from self-determination and control-value theory, we conducted one study with secondary students (trait test anxiety, N = 653, M = 13 years) and one study with university students (state test anxiety and test performance, N = 166, M = 20 years), to examine distal (i.e., perceived PACPR) and proximal antecedents (i.e., contingent self-esteem as value cognition; ability self-concept as control cognition) of students’ test anxiety. In line with our hypotheses, path analyses revealed a positive relation between perceived PACPR and test anxiety, and that contingent self-esteem mediated this relation. Ability self-concept showed inverse relations with test anxiety, which, in turn, predicted poorer test performance in Study 2. Unexpectedly, we found no interactive effect of contingent self-esteem and ability self-concept. Our results extend prior research on psychological costs of PACPR to the field of achievement emotions, and suggest that the detrimental effects of perceived PACPR on test anxiety can be generalized onto students with high and low ability self-concept, respectively. Possible reasons of our findings, and practical implications, are discussed. 相似文献
13.
南方夜雨的长篇小说《月挂花枝头》紧贴大都市人们的实际生活,真实地描述了高节奏社会重压下人们的生活和心理状态,给予极尽人性的提示和关怀。该小说的最大价值在于第一次以长篇叙事的方式关注心理焦虑症,填补了小说领域中相关题材的空白。作者挖掘了自己的心理历程,用以点带面的叙事手法关注全人类的心理健康。该小说是一部贴近现实生活、反映民生、浓缩社会变迁、富有艺术性的长篇小说。 相似文献
14.
The longitudinal relations of emotion regulation profiles to temperament and adjustment in a community sample of preadolescents (N=196, 8-11 years at Time 1) were investigated using person-oriented latent profile analysis (LPA). Temperament, emotion regulation, and adjustment were measured at 3 different time points, with each time point occurring 1 year apart. LPA identified 5 frustration and 4 anxiety regulation profiles based on children's physiological, behavioral, and self-reported reactions to emotion-eliciting tasks. The relation of effortful control to conduct problems was mediated by frustration regulation profiles, as was the relation of effortful control to depression. Anxiety regulation profiles did not mediate relations between temperament and adjustment. 相似文献
15.
Affective factors such as the achievement emotions are considered critical for students’ academic performance in STEM degree programmes and careers. In this study, a reciprocal causation model was tested between two affective factors: enjoyment and anxiety, and organic chemistry course performance. Each variable was measured three times in four sections of a first semester organic chemistry course. This study investigates a reciprocal causation relationship between anxiety, enjoyment and achievement as measured by exam performance compared to unidirectional structures of performance and affect relationships. Results show that the reciprocal causation model with an exam snowballing effect best fits data among the alternative models. There is a small and significant negative relationship between anxiety and performance contrasted with a positive relationship between enjoyment and performance throughout the semester. The evidence of the reciprocal relationship between anxiety, enjoyment and achievement indicates that instructors of organic chemistry can work to eliminate factors associated with low performance. Gathering information regarding anxiety and enjoyment along with performance can inform educators about the emotional state of their classrooms. Future research should consider achievement emotions in light of educational reforms to ensure that innovative curricula or pedagogies are functioning in the classroom as intended. 相似文献
16.
Clem Anna-Leena Rudasill Kathleen M. Hirvonen Riikka Aunola Kaisa Kiuru Noona 《European Journal of Psychology of Education - EJPE》2021,36(2):263-286
This study examined to what extent teacher–student conflict and closeness, on the one hand, and students’ self-concepts of ability in literacy and mathematics, on the other, are related to students’ achievement emotions (enjoyment, anxiety and boredom) in mathematics and literacy among Finnish early adolescents (N = 854). We also investigated the extent to which these associations are moderated by student temperament (surgency/extraversion, negative affectivity and effortful control). The results showed, after accounting for relevant covariates, that in both school subjects, teacher–student conflict was negatively related to enjoyment and positively to anxiety and boredom, whereas teacher–student closeness was positively related to enjoyment and negatively to boredom. Self-concepts of ability in both school subjects were positively related to enjoyment and negatively to anxiety, whereas the self-concept of ability was only negatively related to boredom in mathematics. Student temperament also moderated some of the associations in the literacy domain. Lower levels of conflict in the teacher–student relationship were related to higher levels of enjoyment in literacy, particularly among students who had lower levels of surgency/extraversion. Also, a closer relationship with the teacher or a lower self-concept of ability in literacy was related to higher levels of anxiety, particularly among students who had low effortful control. In the mathematics domain, the associations between the self-concept of ability and achievement emotions were somewhat stronger than in literacy, and the domain-specific associations were not dependent on student temperament.
相似文献17.
Although the relationship between psychological trauma and medically unexplained symptoms (MUS) is well established, this relationship is less well understood in people with medically unexplained neurological symptoms. In the present study, we set out to compare people with functional neurological disorders, and organic neurological disorders, in terms of childhood and adulthood traumatic events, traumatic stress, emotional dysregulation and symptoms of depression and anxiety. We have hypothesised that those with functional neurological disorders would be more likely to report childhood and adulthood traumatic life events, traumatic symptomatology, emotional dysregulation and symptoms of anxiety and depression, compared to those with organic neurological disorders. Sample consisted of a consecutive series of people with functional neurological disorders and with organic neurological disorders (n = 82) recruited from a hospital in Scotland. Participants completed measures of life events, traumatic stress, emotional regulation, anxiety and depression. The two groups were found to significantly differ in relation to all measures, with the MUS group being more likely to report childhood and adulthood life events, more severe emotional dysregulation, traumatic stress and symptoms of anxiety and stress. Logistic regression analysis revealed that exposure to childhood traumatic life events, specifically childhood sexual abuse, and childhood physical neglect, were the only factors which were significantly associated with membership of the medically unexplained neurological symptoms group. Although further research is required to confirm our findings, our results suggest that identifying and addressing the impact of childhood trauma, may alleviate distress and aid recovery from functional neurological disorders. 相似文献
18.
心理资本是影响高职教师工作满意度的重要因素.既有文献认为工作压力应与心理资本相匹配,但对"如何匹配"研究较少.对高职教师工作分析认为,乐观、自信、希望、坚韧等心理资本要素对工作压力与工作满意度具有一定的调节作用. 相似文献
19.
职业院校教师职业倦怠与心理健康问题的实证研究 总被引：11，自引：0，他引：11
职业倦怠是一种源于工作压力而产生的情绪衰竭、态度消极、行为消沉的不良心理适应状态。研究发现:职业院校教师的心理健康与其职业倦怠感存在统计意义上的相关;职业院校教师的不良心理水平明显高于全国常模水平,职业院校教师心理症状超常者表现于较严重的精神方面,如焦虑、精神病性与恐怖,超常比例不足10%的因子项却是普遍存在的心理困惑,如强迫、抑郁、偏执、人际敏感;工作中应当关注那些心理症状分较高的人群,如低收入者、经济不发达地区教师、无职称教师、年轻的新任教师、基础课教师、任班主任工作的教师、学历较高的教师等。职业院校教师心理健康工作任重道远。 相似文献
20.
The authors examined how children’s frontal electroencephalogram (EEG) theta/beta ratio—an index of neurocognitive control—changed from baseline to a social stressor, and whether these EEG changes moderated the relation between temperament and anxiety. Children (N = 152; Mage = 7.82 years, 52% male, 81% White) had their EEG recorded during a baseline and speech anticipation condition. Children’s frontal theta/beta ratio decreased from baseline to speech anticipation, and this baseline-to-task change moderated the relation between temperamental shyness and social anxiety. Temperamental shyness was related to higher state and trait social anxiety only among children with large baseline-to-task decreases in theta/beta ratio. Findings are consistent with theoretical models hypothesizing that temperamentally shy children with heightened neurocognitive control may be at greater risk for anxiety. 相似文献