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PubMed1989

Guided mastery and stimulus exposure treatments for severe performance anxiety in agoraphobics.

The present experiment compared two models of treatment for high performance-related anxiety in agoraphobics: the stimulus exposure model, which emphasizes extinguishing anxiety by promoting prolonged exposure to phobic stimuli, and the self-efficacy model, which emphasizes building a sense of mastery by promoting rapid proficient performance accomplishments. Subjects were 26 agoraphobics who could perform phobic activities when behaviorally tested, but who became highly anxious when doing so. Subjects were assigned at random to either (a) guided mastery treatment based on self-efficacy theory, (b) stimulus exposure treatment, or (c) delayed treatment. The results showed that guided mastery was significantly more effective than stimulus exposure in reducing performance anxiety, and this difference increased over the follow-up period. The findings indicate that therapists can implement performance-based treatment more effectively by assisting clients to achieve proficient performance than by simply encouraging them to expose themselves to phobic stimuli.

Adult↗

PubMed1982

Erectile impotence precipitated by organic factors and perpetuated by performance anxiety.

A survey of 72 men with erectile impotence showed that for 14 the onset had been concurrent with the start of a temporary physical disability (in 8), temporary exposure to a chemical agent in doses thought to be significant (in 4) or the return of sexual opportunity after a long period of celibacy or near-celibacy (in 2 older men). After elimination of that possible cause the impotence had persisted owing to anxiety about sexual performance. In another 6 of the 72 there were persistent nonpsychic causes for the impotence. Thus, in 28% of the men surveyed the precipitating cause of erectile impotence was organic. A large proportion of the cases of erectile impotence participated by a temporary nonpsychic factor could probably have been prevented with appropriate professional advice--for example, at the time an antihypertensive drug capable of causing the dysfunction was first prescribed.

Adult↗

PubMed2004

A multimodal behavioral approach to performance anxiety.

Cognitive-behavior therapy (CBT) stresses a trimodal assessment framework (affect, behavior, and cognition [ABC]), whereas the multimodal approach assesses seven discrete but interactive components--behavior, affect, sensation, imagery, cognition, interpersonal relationships, and drugs/biological factors (BASIC I.D.). Only complex or recalcitrant cases call for the entire seven-pronged range of multimodal interventions. Various case illustrations are offered as examples of how a clinician might proceed when confronted with problems that fall under the general heading of performance anxiety. The main example is of a violinist in a symphony orchestra whose career was in serious jeopardy because of his extreme fear of performing in public. He responded very well to a focused but elaborate desensitization procedure. The hierarchy that was eventually constructed contained many dimensions and subhierarchies featuring interlocking elements that evoked his anxiety. In addition to imaginal systematic desensitization, sessions were devoted to his actual performance in the clinical setting. As a homework assignment, he found it helpful to listen to a long-playing record of an actual rehearsal and to play along with the world-renowned orchestra and conductor. The subsequent disclosure by the client of an important sexual problem was dealt with concomitantly by using a fairly conventional counseling procedure. Therapy required 20 sessions over a 3-month period.

Adult↗

PubMed1994

Stress-management program: intervention in nursing student performance anxiety.

This study measured the effect of an individualized stress-management program on nursing students who identified anxiety as interfering with academic performance in the nursing program. The quasi-experimental longitudinal study used a pretest, posttest, and follow-up test, control group design. Data were analyzed using t tests and analysis of variance (ANOVAS). In a 6-week counseling program students identified personal stress reactions and adapted coping strategies related to nutrition, exercise, progressive relaxation, cognitive control, time management, and testing skills to personal use. The program was effective in significantly increasing self-esteem and decreasing depression and anxiety. Grades improved sufficiently for student retention.

Adaptation, Psychological↗

PubMed1998

Anxiety-performance relationships in cricketers: testing the zone of optimal functioning hypothesis.

This study extended Hanin's 1980 Zone of Optimal Functioning hypothesis by assessing both intensity and direction components of competitive state anxiety. 20 volunteer semiprofessional cricketers responded to the modified Competitive State Anxiety Inventory-2 prior to ten matches. For each game, players' performances were intraindividually evaluated by three qualified cricket coaches using subjective criteria. Separate Cognitive Anxiety and Somatic Anxiety 'below,' 'in,' and 'above' zones for Intensity and Direction of state anxiety were identified via repeated empirical assessments. Two two-way analyses of variance were computed for Intensity and Direction of anxiety (Cognitive Anxiety Zone Level x Somatic Anxiety Zone Level) with standardized performance scores as the dependent variable. A significant interaction was found between the zone levels for Cognitive and Somatic Anxiety Direction and performance scores. Examination of the Zone of Optimal Functioning hypothesis that focuses on the interactions between Cognitive and Somatic Anxiety and in particular the directional elements of the modified inventory seems warranted.

Achievement↗

PubMed2000

State anxiety, performance accuracy, and work pace in a simulated pharmacy dispensing task.

This study examined the effects of scores on state anxiety on overall accuracy of performance and speed of working in a simulated pharmacy dispensing task. 75 undergraduates worked in a simulated pharmacy environment, designed by Schell and Grasha in 1998, to fill 42 mock orders for simulated pharmacy items. Participants' accuracy and work pace in the simulation, presimulation stress, and postsimulation perceived workload and state anxiety were measured. Analysis indicated that state anxiety and overall accuracy were strongly related. State anxiety appears to be one of the best predictors of errors in the simulated pharmacy dispensing task found so far, while the lack of relationship between work pace and accuracy was confirmed. Work pace predicted accuracy, indirectly, but only after statistically removing the effects of anxiety, task frustration, significant-other stress, and grade point average.

Anxiety↗

PubMed2006

The role of effort in moderating the anxiety-performance relationship: Testing the prediction of processing efficiency theory in simulated rally driving.

We tested some of the key predictions of processing efficiency theory using a simulated rally driving task. Two groups of participants were classified as either dispositionally high or low anxious based on trait anxiety scores and trained on a simulated driving task. Participants then raced individually on two similar courses under counterbalanced experimental conditions designed to manipulate the level of anxiety experienced. The effort exerted on the driving tasks was assessed though self-report (RSME), psychophysiological measures (pupil dilation) and visual gaze data. Efficiency was measured in terms of efficiency of visual processing (search rate) and driving control (variability of wheel and accelerator pedal) indices. Driving performance was measured as the time taken to complete the course. As predicted, increased anxiety had a negative effect on processing efficiency as indexed by the self-report, pupillary response and variability of gaze data. Predicted differences due to dispositional levels of anxiety were also found in the driving control and effort data. Although both groups of drivers performed worse under the threatening condition, the performance of the high trait anxious individuals was affected to a greater extent by the anxiety manipulation than the performance of the low trait anxious drivers. The findings suggest that processing efficiency theory holds promise as a theoretical framework for examining the relationship between anxiety and performance in sport.

Adult↗

PubMedDate not supplied

[Relationships between defense mechanisms and coping strategies, facing exam anxiety performance].

BACKGROUND: Defence mechanisms and coping strategies rely on different theoretical backgrounds and describe distinct psychological processes. Cramer has based a distinction on the following dimensions: conscious processes vs. not; intentionality vs. not; hierarchical conception vs. not. On the contrary to these distinctions, the two notions of defense mechanisms and coping strategies are defined as similar in the Diagnostical and Statistical Manual (DSM IV). This assimilation between coping and defenses in the DSM IV is not confirmed by some researches, namely the one by Callahan and Chabrol. It indeed proves a relationship between adaptive coping and mature defenses, as well as between maladaptive coping and immature defenses. Similarly, Plutchik offered theoretical correspondences between eight defense mechanisms and eight coping strategies: (a) Defenses: repression, isolation, introjection and Coping escape; (b) Defense denial and Coping minimalization; (c) Defense undoing and coping substitution; (d) Defenses: regression, acting out and coping social support; (e) Defenses: compensation, identification, fantasy and coping replacement; (f) Defenses: intellectualization, sublimation, annulation, rationalisation and coping: planification; (g) Defense projection and coping blame; (h) Defense: reactional formation and coping inversion. METHODS GOAL: this research aims at testing the relations observed by Callahan and Chabrol and some theoretical correspondences proposed by Plutchik between defences and coping strategies in a population of students similar to the one used by Callahan and Chabrol. It also aims at studying the relationships between coping strategies and conscious derives of defense mechanisms, such as defined by Bond (1995). Defenses were evaluated the first day of the examination week. POPULATION: the population includes 184 women students in human sciences (sociology and psychology). INSTRUMENTS: defenses were evaluated with the Defense Style Questionnaire by Bond (DSQ 40). Its French version is made of 40 items and validated by Guelfi et al. It explores 20 defense mechanisms, as well as 3 defense styles: (1) a "mature style", composed by 4 defenses: sublimation, humor, anticipation, repression; (2) a "neurotic style", composed by 4 defenses: annulation, reactional formation, altruism and idealization; (3) an "immature style", composed by 12 defenses. Coping strategies were measured by the French version of the Way of Coping Check-List-Revised, (WCC-R) by Lazarus and Folkman, validated by Graziani et al. It evaluates 10 factors: 1) Problem solving; 2) Evasion; 3) Social support; 4) Self-control; 5) Escape; 6) Responsabilization-Replanification; 7) Resignation; 8)Diplomacy; 9) Confrontation; 10) Personal evolution. RESULTS: Our results confirm partially Callahan and Chabrol's conclusions in favour of existing relationships between adaptive coping strategies and mature defenses, as well as between maladaptive coping strategies and immature defenses. They demonstrate three positive relationships: 1) a relation between Problem solving resolution coping and two mature defenses (Sublimation, Anticipation); 2) a relation between Evasion coping and nevrotic and immature defenses; 3) a relation between Escaping coping and immature defenses. The correspondences between defense mechanisms and coping strategies, such as proposed by Plutchik psycho-evolutionist emotional model are partly validated. Some links were indeed validated in this research, between: a) Defense Undoing and Escaping or Evasion coping; b) Defense Fantasy and Responzabilization coping, c) Defense Sublimation and Problem solving resolution coping; d) Defense Sublimation and Responsabilization coping or Problem solving resolution coping; e) Défense Annulation and Responzabilisation coping.

Adaptation, Psychological↗

PubMed1984