The Effects of Facilitative and Debilitative Achievement Anxiety on Notetaking

More than just a game: Research developments and issues in competitive anxiety in sport

“…the Achievement Anxiety Test, AAT) provided a significantly stronger predictor of academic performance than a conventional debilitating anxiety scale. Subsequent investigations employing the AAT reported by, among others, Munz, Costello & Korabek (1975), Hudesman & Wiesner (1978, Gaeddert & Dolphin (1981), Couch, Garber & Turner (1983, and Carrier, Higson, Klimoski & Peterson (1984) are all examples of studies which demonstrate the value of distinguishing between debilitating and facilitating anxiety. Wine's (1980) bidirectional model of test anxiety further supports the notion of positive and negative dimensions in arguing for this greater specificity of the state anxiety response.…”

Challenge and threat imagery manipulates heart rate and anxiety responses to stress

“…For example, athletes have reported anxiety symptoms perceived as facilitative to have a positive impact on how they approach and perform in a stressful or challenging situation (Chamberlain & Hale, 2007;Jones & Swain, 1995;Swain & Jones, 1996). Similarly in an academic setting, positive perceptions of anxiety symptoms are associated with greater performance in student note taking (Carrier, Higson, Klimoski, & Peterson, 2014). Consequently, the directional perceptions of anxiety (i.e., whether symptoms are perceived as being helpful or hurtful) may be just as important as reducing symptoms for successful coping in stressful situations (Chamberlain & Hale, 2007;Swain & Jones, 1996).…”

Anxiety symptom interpretation: A potential mechanism explaining the cardiorespiratory fitness–anxiety relationship

“…In sport settings, athletes report that the anxiety symptoms they experience (e.g., racing heart, concerns about a situation) can have a facilitative/positive impact on how they approach a stressful or challenging situation (Chamberlain & Hale, 2007;Jones & Swain, 1995;Swain & Jones, 1996). These findings are not restricted to sport, as positive perceptions of anxiety symptoms can also be experienced in an academic setting (Carrier et al, 2014). Consequently, high levels of anxiety are not always negative and the directional perceptions of anxiety (i.e., Cardiorespiratory Fitness and Anxiety whether symptoms are perceived as being helpful or hurtful) can be just as important for successful coping in stressful situations (Chamberlain & Hale, 2007;Swain & Jones, 1996).…”