scholarly journals Can The Future-Oriented Nature of Worry be Experimentally Manipulated? The Effects of Personally Relevant Worry and Video-Related Imagery following Exposure to a Distressing Video

2010 ◽  
Vol 1 (1) ◽  
pp. jep.008010 ◽  
Author(s):  
Larry D. Pruitt ◽  
Holly Hazlett-Stevens
Keyword(s):  
College Students ◽  
State Anxiety ◽  
Statistical Significance ◽  
Experimental Manipulation ◽  
Anxiety Reduction ◽  
Group Differences ◽  
Experimental Conditions ◽  
Imagery Group ◽  
The Future ◽  
Relevant Topic

In an attempted experimental manipulation of the future-oriented property of worry, a total of 174 college students were randomly assigned to one of five experimental conditions. After all participants viewed a distressing video, they were instructed to worry about a personally relevant topic while constraining their worry to outcomes that could occur within the next 15 minutes, within the next week, or within the next year, or they worried about a personally relevant topic without such a time constraint or engaged in imagery of the video. Predicted group differences in state anxiety reduction were not found, although this effect approached statistical significance (p = .07). Contrary to our prediction, the imagery group reported more subsequent video-related cognitive intrusions than the worry groups and no differences between the worry groups were found. Results suggest that worry about everyday concerns may effectively distract some individuals from previously experienced emotionally distressing material.

scholarly journals Experimental Manipulation of Beliefs about Uncertainty: Effects on Interpretive Processing and Access to Threat Schemata

2010 ◽  
Vol 1 (1) ◽  
pp. jep.008510 ◽  
Author(s):  
Sonya S. Deschenes ◽  
Michel J. Dugas ◽  
Adam S. Radomsky ◽  
Kristin Buhr
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Causal Effect ◽  
Experimental Manipulation ◽  
Group Differences ◽  
Negative Effects ◽  
Experimental Conditions ◽  
Negative Beliefs ◽  
Ease Of Access ◽  
Downward Arrow

This study investigated the influence of beliefs about uncertainty on interpretive biases and access to threat schemata, with the use of an experimental manipulation. Individuals from the community and undergraduate students (N = 74) were randomly assigned to one of two experimental conditions: positive beliefs about uncertainty (n = 37) and negative beliefs about uncertainty (n = 37). To manipulate beliefs about uncertainty, participants watched a presentation on problem solving that either contained information about the positive or the negative effects of uncertainty on problem solving. To assess interpretive biases, participants completed a modified version of the Ambiguous/Unambiguous Situations Diary. Participants read potentially threatening passages and rated their level of worry. Passages were then disambiguated either positively or negatively and participants rated the likelihood and the value (goodness or badness) of these events. To assess access to threat schemata, the Catastrophizing Interview was administered. The Catastrophizing Interview is a structured worry task that assesses various aspects of the worry process, using the downward arrow technique. The results indicated that, although many of the expected group differences were not observed, participants in the negative beliefs about uncertainty group did rate the positively disambiguated scenarios as less positive and the average likelihood of feared consequences to personal worries as more probable. This study provides partial support for the notion that beliefs about uncertainty may have a causal effect on interpretations of ambiguous situations as well as on ease of access to threat schemata.

Reciprocal Peer Tutoring: A Multimodal Assessment of Effectiveness with College Students

1989 ◽  
Vol 16 (3) ◽  
pp. 133-135 ◽  
Author(s):  
John W. Fantuzzo ◽  
Linda A. Dimeff ◽  
Shari L. Fox
Keyword(s):  
College Students ◽  
Student Satisfaction ◽  
Peer Tutoring ◽  
Demographic Variables ◽  
Group Differences ◽  
Placebo Control ◽  
Experimental Conditions ◽  
Significant Group ◽  
Reciprocal Peer Tutoring ◽  
The Impact

This study assessed the effect of reciprocal peer tutoring on the academic performance of college students, and measured the impact of this procedure on levels of student distress and course satisfaction. Forty-nine students were randomly assigned to one of three experimental conditions: reciprocal peer tutoring (RPT), questions only (QO), and placebo control (PC). There were no significant group differences in demographic variables or pretest scores. Results indicated that the RPT condition resulted in greater improvement in exam scores, reduction in distress, and greater student satisfaction.

Effects of Varying Amounts of Assertive Training on Level of Assertiveness and Anxiety Reduction in Women

1978 ◽  
Vol 43 (1) ◽  
pp. 144-146
Author(s):  
Ricki S. Bander ◽  
Richard K. Russell ◽  
Gerald N. Weiskott
Keyword(s):  
State Anxiety ◽  
Anxiety Reduction ◽  
Self Report ◽  
Future Research ◽  
Control Groups ◽  
Treatment Control ◽  
Experimental Conditions ◽  
Time In Treatment ◽  
Assertive Training

This outcome investigation compared the relative efficacy of two assertive training groups for self-report indices of assertiveness and anxiety. 36 female subjects were assigned to one of four experimental conditions: (a) 8-hr. assertive training, (b) 2-hr. assertive training, (c) 8-hr. no-treatment control, or (d) 2-hr. no-treatment control. Significant increases in assertiveness at posttreatment and 2-wk. follow-up were noted only for the 8-hr. treatment group. None of the groups showed significant reductions in trait or state anxiety levels. Treatment of the two control groups in 4- and 6-hr. assertive training programs produced data suggesting that increases in assertiveness relate to length of time in treatment. Implications of these findings for program development and future research are discussed.

Effects of Fear Induction on Heart Period Variability

1999 ◽  
Vol 13 (1) ◽  
pp. 18-26 ◽  
Author(s):  
Rudolf Stark ◽  
Alfons Hamm ◽  
Anne Schienle ◽  
Bertram Walter ◽  
Dieter Vaitl
Keyword(s):  
Blood Pressure ◽  
Trait Anxiety ◽  
State Anxiety ◽  
Self Report ◽  
Emotional States ◽  
Heart Period ◽  
Experimental Conditions ◽  
Heart Period Variability ◽  
Physiological Variables ◽  
Period Variability

Abstract The present study investigated the influence of contextual fear in comparison to relaxation on heart period variability (HPV), and analyzed differences in HPV between low and high anxious, nonclinical subjects. Fifty-three women participated in the study. Each subject underwent four experimental conditions (control, fear, relaxation, and a combined fear-relaxation condition), lasting 10 min each. Fear was provoked by an unpredictable aversive human scream. Relaxation should be induced with the aid of verbal instructions. To control for respiratory effects on HPV, breathing was paced at 0.2 Hz using an indirect light source. Besides physiological measures (HPV measures, ECG, respiration, forearm EMG, blood pressure), emotional states (pleasure, arousal, dominance, state anxiety) were assessed by subjects' self-reports. Since relaxation instructions did not have any effect neither on the subjective nor on the physiological variables, the present paper focuses on the comparison of the control and the fear condition. The scream reliably induced changes in both physiological and self-report measures. During the fear condition, subjects reported more arousal and state anxiety as well as less pleasure and dominance. Heart period decreased, while EMG and diastolic blood pressure showed a tendency to increase. HPV remained largely unaltered with the exception of the LF component, which slightly decreased under fear induction. Replicating previous findings, trait anxiety was negatively associated with HPV, but there were no treatment-specific differences between subjects with low and high trait anxiety.

Work Values of College Students: Exploring Group Differences

2006 ◽  
Author(s):  
Ryan D. Duffy ◽  
William E. Sedlacek ◽  
Hung-Bin Sheu
Keyword(s):  
College Students ◽  
Work Values ◽  
Group Differences

Evaluating the Association Between Artificial Sweetener Intake and Indicators of Stress and Anxiety

2021 ◽  
pp. 0272684X2110221
Author(s):  
Benjamin Miller ◽  
Paul Branscum
Keyword(s):  
College Students ◽  
Food Frequency Questionnaire ◽  
Online Survey ◽  
Cross Sectional Study ◽  
Anxiety Reduction ◽  
Artificial Sweetener ◽  
Sectional Study ◽  
Cross Sectional ◽  
Food Frequency ◽  
Very High

The purpose of this study was to evaluate the association between non-nutritive sweetener (NNS) consumption and stress and anxiety, among a sample of college students. Two-hundred and twenty-seven students from a large mid-western university participated in this cross-sectional study. Students completed an online survey that evaluated NNS using a validated food frequency questionnaire. Stress and anxiety were evaluated using previously validated instruments. Most students reported very low/low/average concern for stress (63.9%), and had low/moderate anxiety (82.3%). Participants experiencing high and very high levels of stress had significantly higher NNS consumption compared to those with a very low and low risk, and concern for stress ( p < .046; d = 0.28). There was no difference however for NNS intake and anxiety. Reduction of artificial sweetener intake may be associated with stress levels among college students. However, more research is needed to examine any causal relationship between artificial sweetener intake and stress.

scholarly journals Characteristics of anteroposterior curvatures of the spine in soccer and futsal players

2017 ◽  
Vol 18 (4) ◽  
Author(s):  
Krystyna Chromik ◽  
Anna Burdukiewicz ◽  
Jadwiga Pietraszewska ◽  
Aleksandra Stachoń ◽  
Paweł Wolański ◽  
...  
Keyword(s):  
College Students ◽  
Statistical Analysis ◽  
Injury Prevention ◽  
Analysis Of Variance ◽  
Statistical Significance ◽  
Body Posture ◽  
Soccer Players ◽  
Prevention Training ◽  
The Difference ◽  
Post Hoc

AbstractPurpose. The aim of the study was to determine differences in anteroposterior spine curvatures between futsal players, soccer players, and non-training students. The results may contribute to the development of present-day knowledge of posturometry, and its implementation in training can help reduce the risk of body posture disorders in athletes. Methods. The examined group consisted of 48 athletes and 38 non-training college students. Body posture parameters were measured with the use of Posturometr-S. The normality of distribution was checked with the Shapiro-Wilk test, and the differences between the groups were measured with ANOVA and the Bonferroni post-hoc test. The level of statistical significance was set at p < 0.05. Results. The analysis of angle values revealed the widest and most similar measurements in the group of futsal players and soccer players. The analysis of variance proved statistically significant differences between the soccer players and futsal players (p = 0.003). The difference between the soccer players and non-training students was statistically significant. The highest γ angular value was measured in non-training students, followed by futsal players and soccer players. The statistical analysis revealed significant differences between the non-training students and futsal players, as well as non-training students and soccer players (p < 0.001). Conclusions. A complex assessment of athletes’ body posture is crucial in injury prevention. Training overloads may often lead to disorders of the organ of locomotion and affect the correct body posture in athletes. This, in turn, may result in pains and injuries.

Early Spelling Acquisition: Does Writing Really Beat the Computer?

1992 ◽  
Vol 15 (3) ◽  
pp. 223-228 ◽  
Author(s):  
Sharon Vaughn ◽  
Jeanne Shay Schumm ◽  
Jane Gordon
Keyword(s):  
Learning Disabled ◽  
Primary Grade ◽  
Group Differences ◽  
Experimental Conditions ◽  
Spelling Acquisition ◽  
Instructional Activity ◽  
Study Results ◽  
Different Types ◽  
Computer Based ◽  
Based Instruction

This research evaluated the efficacy of handwriting, letter tiles, and computer-based instruction on the early spelling acquisition of normal achieving (NLD) and learning disabled (LD) elementary students. The study replicated and extended the Cunningham and Stanovich (1990) study. Forty-eight primary-grade students (24 non-learning disabled; 24 learning disabled) received spelling training under three experimental conditions that involved different types of instructional activity: writing, sorting letter tiles, or typing on the computer. Results indicated no significant differences between the LD and NLD groups on words spelled correctly for any of the three conditions. Since the number of spelling words learned was low across conditions and groups, the number of correctly learned bigrams was examined. No within-group differences emerged for condition (writing, tile, computer); however, significant differences between the groups were found on number of bigrams learned for writing, tile, and computer, with the NLD group outperforming the LD group on all three conditions. Statistically significant time effects for bigrams were also noted for all three conditions. Unlike the Cunningham and Stanovich (1990) study, results did not replicate the superiority of the handwriting condition for the NLD group, nor was the handwriting condition found to be significantly more effective for the LD group.

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