The effect of a third party observer and trait anxiety on neuropsychological performance: the Attentional Control Theory (ACT) perspective

The Effects of Peer Competition-Induced Anxiety on Massive Open Online Course Learning: The Mediating Role of the Behavioral Inhibition System

With the increased emphasis on competition in academic settings, anxiety is becoming more common, which inevitably has some impact on students' learning processes and results. This study aimed to explore how competition-induced anxiety influences students' subjective cognitive load (SCL), attention levels, and test scores. We also investigated the mediating role of the behavioral inhibition system/behavioral activation system (BIS/BAS) in those factors. A total of 101 college students were recruited in Study 1 to learn from five micro-lectures from massive open online courses (MOOCs) under competitive and non-competitive conditions. The results showed that participants' state anxiety (SA) scores were higher after the experiment, participants under the competition condition had higher test scores, and the relationship between SA/ trait anxiety (TA) and SCL could be mediated by the BIS. To obtain more objective data on learning processes (attention levels), we conducted Study 2, which collected behavioral and EEG data from 42 college students during the online learning. The results showed that the competition group had higher SA, lower attention levels, and worse test scores, and the relationship between SA/TA and attention levels could be mediated through the BIS. The present study not only expands previous research by finding that BIS functioning plays an important role in the effects of anxiety on cognitive load and attention but also offers implications for using competitive strategies to motivate students according to their aptitudes.

Trait anxiety predicting the developmental trajectories of depression symptoms in children: The mediating role of attentional control

Trait anxiety and attentional control are important factors related to depression symptoms. The study investigated how trait anxiety and attentional control predicted the trajectories of depression symptoms during the transition into early adolescence. The mediating effect of attentional control on the relationship of trait anxiety to the trajectories of depression symptoms was also examined. Children of 9 to 10 years were recruited at Time 1. Trait anxiety, attentional control, and depression symptoms were assessed at Time 1. Depression symptoms were measured at three follow-up assessments across 18 months. Latent class growth modeling revealed high (14.4%) and low (85.6%) trajectories of depression symptoms. Higher trait anxiety and lower attentional control predicted a higher likelihood of showing the trajectory of high depressive symptoms. Attentional control mediated the relationship of trait anxiety to the trajectory membership of depression symptoms. The findings had important implications for the association of trait anxiety with the trajectory membership of depression symptoms and highlighted the importance of attentional control in the development of depression symptoms for children with high trait anxiety.

Test-retest reliability of RC21X: a web-based cognitive and neuromotor performance measurement tool

OBJECTIVE

As computerized cognitive testing becomes increasingly popular in clinical and research settings, conducting studies on efficacy and psychometric properties is essential. One such program is RC21X, a web-based brain performance measurement tool. Based on empirically supported neurocognitive and neuromotor tasks, the 12-min test consists of 15 modules measuring memory, motor coordination, processing speed, and executive functioning. Because individuals may use RC21X repeatedly to track changes in cognitive performance, establishing reliability of the program is imperative. The current study examined test-retest reliability of RC21X within a 2-week period.

METHOD

The sample consisted of 222 individuals: 192 (86.5%) were male, and 30 (13.5%) were female. Average age was 44.06 years (SD = 17.76), with ages ranging from 7 to 82 years. We computed Pearson's correlation coefficients for module and composite scores to determine reliability between performance at times 1 and 2.

RESULTS

All correlations were statistically significant (p < .001). The 2-week test-retest reliability for composite score was 0.72, with subtest coefficients ranging from 0.54 on an auditory memory recognition task to 0.89 on a finger tapping task. We replicated these analyses with participants' (n = 43) test sessions 3 and 4; we found similar results to those from test 1 and test 2 analyses, suggesting stability of results over multiple administrations.

CONCLUSIONS

Results for RC21X were comparable to existing literature that supports moderate to high reliability of other computer-based tests. Although future research needs to investigate validity of RC21X, our findings support potential applications in research, clinical use, and personal brain performance measurement.