The Relationship Between MAOA Gene Polymorphism and Test Anxiety

Liu, Yangyang; Zhang, Lu

doi:10.1017/thg.2013.71

Cited by 8 publications

(10 citation statements)

References 11 publications

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“…The results confirmed that the 4-repeat allele of the MAO-A gene was related to a higher level of anxiety (Liu and Lu 2013). Longitudinal research conducted in Spain on a group of 245 students confirmed a likely relationship between a variant of the MAO-A gene and anxiety symptoms (Voltas et al 2015).…”

Section: Discussionsupporting

confidence: 73%

The analysis of anxiety and mood in healthy late-reproductive-stage women with regard to hormonal and genetic factors

Jurczak

Szkup

Grzywacz

et al. 2016

Arch Womens Ment Health

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The purpose of this study was to determine whether anxiety and mood disorders in late-reproductive-stage women are related to the serotonin transporter and monoamine oxidase A gene polymorphisms. Research instrument used in this study were the State-Trait Anxiety Inventory and the UWIST Mood Adjective Checklist. The 44-bp VNTR polymorphism in the 5-HTT (SLC 6A4) promoter region and the 30-bp VNTR polymorphism in the MAO-A promoter region were analyzed. The study included 345 healthy Polish women in the late reproductive stage. The mean age of the participants was 42.3 ± 4.5 years. State anxiety was observed in 16.8 % of the women and trait anxiety in 14.5 %. There were no statistically significant differences in the mood and the mean levels of anxiety depending on the presence of the polymorphisms analyzed in this study. Depressed mood is frequent among healthy women in the late reproductive stage. Anxiety is definitely less common. The study did not demonstrate the relationship between the 5-HTT and MAO-A gene polymorphisms, and the severity of anxiety and mood disorders in healthy late-reproductive-stage women.

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Section: Discussionsupporting

confidence: 73%

The analysis of anxiety and mood in healthy late-reproductive-stage women with regard to hormonal and genetic factors

Jurczak

Szkup

Grzywacz

et al. 2016

Arch Womens Ment Health

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“…The discrepancy might be due to variation in the study area and the characteristics and type of the study participants because in the above study the study participants were high school students and the study involved greater number of male than female participants. Biological (including defense mechanisms) [38–41] and environmental factors such as parental pressure [42], previous poor performance, fear of failure and procrastination, expectations, and preparations [37, 43] as well as the nature and the characteristics of the test [43, 44] are the possible explanations for the higher magnitude of test anxiety among the medical students. Additionally, as described by Yerkes-Dodson law, the higher level of test anxiety could be due to an excessive level of arousal which potentially leaving them nervous and unable to concentrate on the test [45].…”

Section: Discussionmentioning

confidence: 99%

Prevalence and determinants of test anxiety among medical students in Addis Ababa Ethiopia

Tsegay

Shumet

Damene³

et al. 2019

BMC Med Educ

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BackgroundWorldwide, problematic test anxiety is a common health problem among medical students. The magnitude of problematic test anxiety ranges from 25 to 40% in undergraduate medical students and has a detrimental effect on academic achievement and success of students. However, data on the prevalence of test anxiety among medical students is limited. Thus, the study aimed to assess the prevalence and associated factors of test anxiety among medical students.MethodsIn this cross-sectional study, a stratified random sampling technique was used to select the participants. The level of test anxiety was determined by the Westside Test Anxiety Inventory (WTAI). We utilized logistic regression to explore the association between test anxiety and the potential sociodemographic/student-related characteristics among medical students.ResultsThe study included 423 medical students. Our study resulted the prevalence of problematic test anxiety among medical students to be 52.30% (95% CI 47.40–57.30). The prevalence of test anxiety was remarkably higher in women (79.75%) than in men (33.62%) students. Female sex [AOR = 3.25, 95% CI: (1.54, 6.89)], having low grade [AOR = 0.11,95% CI: (0.044,0.288)], being first year [AOR = 10.55,95% CI: (1.4,76.7)], excessive course load [AOR = 6.128,95% CI: (2.675,14.039)], and taking oral examination [AOR = 2.89,95% CI: (1.42,5.84)] were determined as some of the predicting factors of test anxiety among medical students. Additionally, lack of systemic study plan [AOR = 2.4, 95% CI: (1.25, 4.59)], poor social support [AOR = 3.6, 95% CI: (1.56, 8.29)], moderate social support [AOR = 3.39, 95% CI: (1.56, 7.4)], psychologically distressed [AOR = 2.68, 95% CI: (1.37, 5.27)] independently predicts test anxiety among medical students.ConclusionFindings suggest that a substantial percentage of medical students had problematic test anxiety in Ethiopia (52.30%). This study also showed a significant association between test anxiety and female sex, having poor grade point average, being the first year, excessive course load, oral examination, lack of study plan, poor social support, moderate social support, and having psychological distress. Problematic test anxiety, which is found to be common among medical students, deserves more attention.

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“…The following cycling conditions were used: initial denaturation at 95°C for 5 minutes, followed by 35 cycles at 94°C for 30 seconds, 58°C for 30 seconds, and 72°C for 40 seconds, and finally elongation at 72°C for 10 minutes. The length of PCR products was separated by using a 2% agarose gel electrophoresis© (Liu & Lu, 2013).…”

Section: Dna Collection and Genotypingmentioning

confidence: 99%

The Relationship Between Academic Self-Efficacy and Academic-Related Boredom

Liu

Zhang

2016

Youth & Society

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The present study sought to examine the relationship between Chinese high school students' academic self-efficacy and their academic-related boredom. Another objective was to explore the moderating effects of mono-amineoxidase type A (MAOA) gene polymorphism on this relationship. In a sample of 514 Chinese high school students, we measured their academic self-efficacy and academic-related boredom from Grades 10 to 12. In addition, we collected their DNA. Data were analyzed by using a linear mixture model. The results indicated that students' academic self-efficacy negatively predicted their academic-related boredom. The relationship between academic self-efficacy and academic-related boredom was more reliable for students with the 3-repeat allele than for the students with the 4-repeat allele. The findings suggested that the functional polymorphism of MAOA gene moderated the relationship between academic self-efficacy and academic-related boredom.

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The Relationship Between MAOA Gene Polymorphism and Test Anxiety

Cited by 8 publications

References 11 publications

The analysis of anxiety and mood in healthy late-reproductive-stage women with regard to hormonal and genetic factors

The analysis of anxiety and mood in healthy late-reproductive-stage women with regard to hormonal and genetic factors

Prevalence and determinants of test anxiety among medical students in Addis Ababa Ethiopia

The Relationship Between Academic Self-Efficacy and Academic-Related Boredom

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