The relationship between worry and academic performance: examining the moderating role of attention control.

IF 2.3 3区心理学 Q2 PSYCHIATRY

Anxiety Stress and Coping Pub Date : 2024-11-01 Epub Date: 2024-02-01 DOI:10.1080/10615806.2024.2308673

Alannah B Horton, Annelise M Pring, Daniel Rudaizky, Patrick J F Clarke

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引用次数: 0

Abstract

Background: Worry is frequently associated with reduced cognitive performance, through consumption of attention control resources. Assessing attention control during acute worry may better reflect cognitive performance in real-world scenarios. This study examined whether attention control (assessed at rest and under acute worry) moderates the relationship between worry and academic performance.

Methods: Worry (Penn State Worry Questionnaire) and academic performance (examination grades) were assessed in 87 undergraduates, with attention control (antisaccade performance) measured at baseline and following worry induction.

Results: When assessed at rest, attention control did not moderate the relationship between trait worry and academic performance. However, under acute worry, attention control significantly moderated the relationship between worry and academic performance (p = .05, f²= 0.14), such that at low levels of attention control under worry, higher trait worry was significantly associated with lower academic performance. At high levels of attention control under worry, however, the relationship between trait worry and academic performance was not significant.

Conclusions: Findings suggest that worry may shape performance according to attention control levels, with attention control's moderating role being more pronounced under conditions of acute worry. These results provide preliminary evidence that attention control assessed under worry may better predict real-world performance, compared to assessment at rest.

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担忧与学习成绩之间的关系：研究注意力控制的调节作用。

背景担忧经常会消耗注意力控制资源，从而导致认知能力下降。评估急性忧虑时的注意力控制可以更好地反映真实世界场景中的认知表现。本研究探讨了注意力控制（在休息时和急性忧虑时进行评估）是否会调节忧虑与学习成绩之间的关系：方法：对87名本科生的担忧（宾夕法尼亚州立大学担忧问卷）和学业成绩（考试成绩）进行评估，并在基线和担忧诱导后对注意力控制（反累积表现）进行测量：结果：在静止状态下进行评估时，注意力控制并不能调节特质担忧与学习成绩之间的关系。然而，在急性忧虑状态下，注意力控制显著调节了忧虑与学习成绩之间的关系（p = .05，f2 = 0.14），因此在忧虑状态下注意力控制水平较低时，特质忧虑较高与学习成绩较低显著相关。然而，在高水平的忧虑注意力控制下，特质忧虑与学习成绩之间的关系并不显著：研究结果表明，担心可能会根据注意力控制水平影响学习成绩，而注意力控制的调节作用在严重担心的情况下更为明显。这些结果提供了初步证据，与在休息状态下进行的评估相比，在忧虑状态下进行的注意力控制评估可以更好地预测现实世界中的成绩。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Anxiety Stress and Coping Multiple-

CiteScore

7.20

自引率

0.00%

发文量

期刊介绍： This journal provides a forum for scientific, theoretically important, and clinically significant research reports and conceptual contributions. It deals with experimental and field studies on anxiety dimensions and stress and coping processes, but also with related topics such as the antecedents and consequences of stress and emotion. We also encourage submissions contributing to the understanding of the relationship between psychological and physiological processes, specific for stress and anxiety. Manuscripts should report novel findings that are of interest to an international readership. While the journal is open to a diversity of articles.