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Brady et al., 2018: Reappraising anxiety and stress as positive emotions improved grades and decreased negative reactions among first-year college students

Reference:

Brady, S. T., Hard, B. M., & Gross, J. J. (2018). Reappraising test anxiety increases academic performance of first-year college students. Journal of Educational Psychology, 110(3), 395-406
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Summary:

Adding a short paragraph to a logistics email sent the night before the first midterm exam in an introductory psychology course telling students that stress and anxiety “generally do not hurt performance and can even help performance” (adapted from Jamieson et al., 2010) led first-year students to report less negative reactions to anxiety and improved their test scores and final course grades. Upper-year students, who showed lower levels of anxiety and less negative responses to anxiety did not benefit.

Psychological Process:

Psychological Process 2:

Need

What is the Person Trying to Understand?

What Desired Meaning is At Stake?

What Desired Meaning is At Stake?

What About it?

Approach to Desired Meaning

Approach to Desired Meaning

How?

Psychological Question Addressed

Psychological Question Addressed

Psychological Question Addressed

Psychological Process 3:

Need

What Desired Meaning is At Stake?

Approach to Desired Meaning

How?

Psychological Question Addressed

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Posted By:

Walton & Wilson, 2018