Exploring the complexities of state anxiety and cognitive performance in higher education: a study on the unity/diversity framework in working memory
Anxiety among undergraduate students represents a significant concern, potentially impairing cognitive functions essential for academic success. This study investigates the relationship between state anxiety and three core executive functions—updating, inhibition, and shifting—using a sample of 235...
Saved in:
| 主要作者: | |
|---|---|
| 其他作者: | |
| 格式: | Final Year Project |
| 語言: | English |
| 出版: |
Nanyang Technological University
2024
|
| 主題: | |
| 在線閱讀: | https://hdl.handle.net/10356/177826 |
| 標簽: |
添加標簽
沒有標簽, 成為第一個標記此記錄!
|
| 機構: | Nanyang Technological University |
| 語言: | English |
| 總結: | Anxiety among undergraduate students represents a significant concern, potentially impairing cognitive functions essential for academic success. This study investigates the relationship between state anxiety and three core executive functions—updating, inhibition, and shifting—using a sample of 235 undergraduates from Nanyang Technological University (NTU) in Singapore. Employing a correlational, experience sampling method, participants' state anxiety was assessed based on completion of the STAI Y-6 and the respective tasks measuring each executive function over seven days. Findings revealed that state anxiety did not significantly predict performance on the updating (Two Back task), inhibition (Go/No-Go task), or shifting (Magnitude Parity task) executive functions. However, a significant predictive relationship was observed between state anxiety and self-reported mental exhaustion, suggesting a nuanced interplay between anxiety and cognitive processes. Despite these non-significant findings, the study contributes to the understanding of the impact of anxiety on cognitive functioning, highlighting the importance of considering task-specific characteristics and individual differences in future research. |
|---|