The Multidimensional Anxiety Theory: An Assessment of and Relationships Between Intensity and Direction of Cognitive Anxiety, Somatic Anxiety, and Self-confidence over Multiple Performance Requirements among College Music Majors

This study applied the multidimensional anxiety theory to musicians by examining the intensity and direction of cognitive anxiety, somatic anxiety, and self-confidence over multiple performance requirements among college music majors. This study assessed and compared teacher and student perceptions of the student’s performance anxiety and its subsequent impact on several studio lessons and jury performances. Seventy-one college musicians (39 females, 32 males) from the University of North Texas College of Music volunteered to participate in this study. Four different assessment tools were employed in this study: a demographic questionnaire, a modified version of the Competitive Trait Anxiety Inventory-2 (CTAI-2), a modified version of the Competitive State Anxiety Inventory-2 (CSAI-2), and a subjective self-assessment of performance. The results showed that of the 71 subjects initially assessed, 59 subjects (83.1%) reported experiencing performance anxiety. This study supports the application of the multidimensional anxiety theory by highlighting the existence of two distinct, yet related dimensions of performance anxiety; how these dimensions change in response to changing stress levels associated with changing demands; and the probable interaction with levels of self-confidence. This study underscores the challenges associated with how teachers may or may not recognize the existence and subsequent impact of performance anxiety among college students. Additional studies are needed to determine what educational variables, including psychosocial values, are associated with the development and fluctuation of self-confidence. Further research designs should implement the CTAI-2 and the CSAI-2 for the assessment of competitive performance anxiety experienced by musicians associated with music performance.

The Effect of Role Ambiguity on Competitive State Anxiety

The purpose of this study was to examine the relationship between role ambiguity and precompetition state anxiety (A-state). Consistent with multidimensional anxiety theory (Martens, Vealey, & Burton, 1990), it was hypothesized that role ambiguity would be positively related to cognitive but not to somatic A-state. Based on the conceptual model presented by Beauchamp, Bray, Eys, and Carron (2002), role ambiguity in sport was operationalized as a multidimensional construct (i.e., scope of responsibilities, role behaviors, role evaluation, and role consequences) potentially manifested in each of two contexts, offense and defense. Consistent with hypotheses, ambiguity in terms of the scope of offensive role responsibilities predicted cognitive A-state (R2 = .19). However, contrary to hypotheses, offensive role-consequences ambiguity also predicted somatic A-state (R2 = .09). Results highlight the importance of using a multidimensional approach to investigate role ambiguity in sport and are discussed in terms of both theory advancement and possible interventions.

A Test of Multidimensional Anxiety Theory with Male Wheelchair Basketball Players

The purpose of the present field study was to examine the predictions of Multidimensional Anxiety Theory (MAT; Martens et al., 1990) with elite male wheelchair basketball players. Thirty-seven elite male wheelchair basketball players completed the CSAI-II prior to each of three tournament games. Results were analyzed using the intraindividual procedures recommended by Sonstroem and Bernado (1982), and separate polynomial trend analyses were used to test the predictions of MAT. Results did not provide statistical support for MAT in that there were no reliable trends between cognitive state anxiety, somatic state anxiety, state self-confidence, and basketball performance. Avenues for future research are suggested.

Three-Dimensional State Anxiety Recall: Implications for Individual Zone of Optimal Functioning Research and Application

The accuracy of athletes in recalling precompetition anxiety was tested using the Competitive State Anxiety Inventory-2. Young and adolescent female gymnastics and field hockey athletes (N = 34) were tested one hour precompetition and again 48 hours postcompetition (with instructions to recall precompetition feelings). Correlations were significantly different (weaker) than when the State-Trait Anxiety Inventory was used within the same time frame (Harger & Raglin, 1994). After establishing individual “zones” around actual state anxiety values, based on individual zone of optimal functioning (IZOF) theory (Hanin, 1980, 1986, 1989), it was determined that the weaker correlations in the present study translated into enough incorrect in-zone/out-of-zone assessments that two-day recall, using the CSAI-2, may not be useful for IZOF research and practice. The necessity to further this research with other samples and sports was emphasized. The possibility of using alternate methods was discussed in an effort to provide accurate, minimally intrusive state anxiety measurement which may, ultimately, guide practitioners in effective intervention design through the use of IZOF, multidimensional anxiety theory, and the specific-effects (matching) hypothesis.

A Practical Application of the Anxiety–Athletic Performance Relationship: The Zone of Optimal Functioning Hypothesis

Hanin (1980) proposed the zone of optimal functioning hypothesis (ZOF), suggesting that each athlete has a specific band width, or zone, of anxiety in which best performances will most likely be observed. The present study combined the ZOF hypothesis with the multidimensional anxiety theory (Martens, Burton, Vealey, Bump, & Smith, 1990). Unique cognitive anxiety and somatic anxiety zones were identified, and it was hypothesized that athletes whose anxiety levels fell within these zones would be more successful than athletes whose anxiety levels were outside these zones. Results of separate cognitive and somatic anxiety ANOVAs indicated that poorest performances were observed when athletes’ cognitive and somatic anxiety were above their zones; performances when anxiety was within or below cognitive and somatic anxiety zones did not differ.