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An example of an age appropriate item for this scale is "I am worried about my job performance". The AMAS-C contains 49 items about the same topics, but incorporates 15 items related specifically to test anxiety. Questions relating to the items on this scale include "I worry too much about tests and exams".
For example, viewing a positively valenced picture of a cute cat is associated with low motivational intensity because participants like it but are not intrinsically driven towards it. In contrast, viewing a positively valenced picture of a dessert is associated with high motivational intensity because participants want and desire it. [ 2 ]
Test anxiety is known to develop into a vicious cycle. After experiencing test anxiety on one test, the student may become so fearful of it happening again they become more anxious and upset than they would normally, or even than they experienced on the previous test.
Reversal theory is a structural, phenomenological theory of personality, motivation, and emotion in the field of psychology. [1] It focuses on the dynamic qualities of normal human experience to describe how a person regularly reverses between psychological states, reflecting their motivational style, the meaning they attach to a situation at a given time, and the emotions they experience.
For example, OTs can work with students to engage in the occupational therapist-developed curriculum The Zones of Regulation, [130] which utilizes evidence-based knowledge, formal assessment, and in-classroom treatment to improve self-regulation of emotional behaviors and create long-lasting changes in habits.
The speaker could, for instance, create note cards with cues about the speech, place a cup of water on the podium to alleviate thirst, and bring a bleach pen to remove shirt stains. These preventive actions both reduce anxiety and promote superior performance. Defensive pessimism was identified by Nancy Cantor and her students in the mid-1980s. [3]