Search results
Results From The WOW.Com Content Network
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.
[5] [6] Stress itself is a systemic psychological state that includes a subjective “feel” and a motivational-component (the individual desires to reduce stress); some researchers consider stress to be a subset of or a closely related system to emotions, which likewise depend on appraisal and motivate behavior. [5]
Teaching students to avoid last-minute cramming is a large area of concern for education professionals and profit for educational corporations and businesses. Learning and teaching study techniques that enhance retention as opposed to learning for a single examination is one of the core issues that plagues colleges and university academic ...
For example, if a reward outweighs a threat, the BIS should excite the BAS and inhibit the FFFS, which will likely result in approach behavior. [1] The new RST distinguishes the subsystems underlying anxiety and fear. The FFFS is associated with fear and the BIS is associated with anxiety.
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]
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.
A notable advancement was Arnold's idea of intuitive appraisal in which she describes emotions that are good or bad for the person lead to an action. For example, if a student studies hard in a difficult class and passes the tough mid-term exam with an "A", the felt emotion of happiness will motivate the student to keep studying hard for that ...
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 ]