Anxiety-performance Relationship Research Articles

The Relationship between Imagery and Competitive Anxiety in Ballet Auditions

Aligned with competitive anxiety research in athletics, this study explored audition anxiety and the role of imagery in the anxiety-performance relationship among 131 female auditioning ballet dancers. A better understanding of how auditioning dancers experience anxiety and associated image content can help train dancers preparing for anxiety-provoking, high-stakes performances. The CSAI-2 assessing competitive state anxiety and confidence and the SIQ assessing the cognitive and motivational functions of imagery were slightly modified for administration in the audition context. The MIQ-R was used to assess movement imagery. All instrument subscales, with the exception of the CG-Strategies subscale of the SIQ, demonstrated adequate internal consistency. Ballet dancers’ scores were similar to those reported by aesthetic sport athletes. Obtaining a position with a dance company was used as a proxy for defining success. Successful dancers with prior audition success were more confident than those without prior success and unsuccessful dancers with, and without, prior success. As a group, successful dancers experienced less cognitive anxiety and more somatic anxiety than unsuccessful dancers. Although imagery ability and image content did not differentiate dancers by performance, confident dancers had higher kinesthetic imagery ability and used more mastery and less arousal imagery than less confident dancers. In contrast, cognitively and somatically anxious dancers used less mastery and more arousal imagery. The athletic paradigm appears to be an appropriate framework for studying performance-related anxiety among dancers. Dancers and practitioners are encouraged to focus on mastery images for increasing confidence and decreasing anxiety. Dancers with prior audition success may be incorporating theses experiences in generating arousal imagery shown to predicted somatic anxiety, anxiety that does not appear to be detrimental to performance when cognitive anxiety is controlled.

The relative impact of cognitive anxiety and self-confidence upon sport performance: a meta-analysis

This meta-analysis (k = 48) investigated two relationships in competitive sport: (1) state cognitive anxiety with performance and (2) state self-confidence with performance. The cognitive anxiety mean effect size was r = −0.10 (P <0.05). The self-confidence mean effect size was r = 0.24 (P <0.001). A paired-samples t-test revealed that the magnitude of the self-confidence mean effect size was significantly greater than that of the cognitive anxiety mean effect size. The moderator variables for the cognitive anxiety-performance relationship were sex and standard of competition. The mean effect size for men (r = −0.22) was significantly greater than the mean effect size for women (r = −0.03). The mean effect size for high-standard competition (r = −0.27) was significantly greater than that for comparatively low-standard competition (r = −0.06). The significant moderator variables for the self-confidence-performance relationship were sex, standard of competition and measurement. The mean effect size for men (r = 0.29) was significantly greater than that for women (r = 0.04) and the mean effect size for high-standard competition (r = 0.33) was significantly greater than that for low-standard competition (r = 0.16). The mean effect size derived from studies employing the Competitive State Anxiety Inventory-2 (r = 0.19) was significantly smaller than the mean effect size derived from studies using other measures of self-confidence (r = 0.38). Measurement issues are discussed and future research directions are offered in light of the results.

Intensity and Interpretation of Competitive State Anxiety: Relationship to Performance and Repressive Coping

This study examined (a) the predictions of multidimensional anxiety theory, (b) the effect of interpreting anxiety responses as having a debilitative or facilitative effect on performance, and (c) the influence of a repressive coping style on the relationship of anxiety to performance in recreational and semi-professional bowlers (N = 158). Regression analyses indicated cognitive intensity had an inverted-U relationship to performance that explained 4.1% of the variance (p < .05). The somatic direction subscale had a positive linear relationship to performance that explained 3.0% of the variance (p < .05). Removing bowlers with a repressive coping style resulted in a stronger and different anxiety-performance relationship. Cognitive intensity kept an inverted-U relationship, but increased the performance variance explained to 12.6%. Somatic intensity became significant, but with a negative linear relationship that explained 6.1% of performance variance. The findings did not support multi-dimensional anxiety theory and offered only limited support for inclusion of directional interpretation scales.

Effects of humor on test anxiety and performance.

The present study evaluated the moderating effects of humor in test items on the hypothesized relationship between test anxiety and performance. Subjects initially completed anxiety scales, as well as coping-humor and sense-of-humor scales. 34 women and 26 men received achievement tests under one of three test conditions: (1) nonhumorous, (2) low-humor (15% of test items), or (3) moderate-humor (30% of test items). These test versions were administered under both low, i.e., short quiz, and high, i.e., examination, outcome-value conditions. Humor frequency did not improve the test performance of highly test-anxious subjects under either outcome-value condition. Together with other previous disconfirmatory findings, the present results suggest that the hypothesized moderating role of item humor in the anxiety-performance relationship may be overstated. Ancillary analyses suggest that individual differences in the use of humor as a coping strategy significantly predict examination scores.

The Effects of a Cognitive Intervention Strategy on Competitive State Anxiety and Performance in Semiprofessional Soccer Players

The aims of this field-based study were to evaluate the effects of a cognitive intervention technique and to further examine the anxiety–performance relationship in semiprofessional soccer players. Participants completed a composite version of the Competitive State Anxiety Inventory-2 (CSAI-2) 20 minutes before three soccer league matches. Two experimental groups, one suffering from debilitative cognitive anxiety (n = 8), one suffering from debilitative somatic anxiety (n = 8), undertook a 12-week cognitive intervention. Player performances were evaluated using intraindividual criteria. A series of two-way analyses of variance (group and event), with repeated measures on the second factor, indicated significant Group × Event interactions for cognitive anxiety intensity and direction, and somatic anxiety intensity and direction, yet failed to reveal significant interactions or main effects for the performance measures. This study provided partial support for the “matching hypothesis” in that a compatible treatment proved more effective in reducing the targeted anxiety in both experimental groups.

An Investigation of Two Stress-Management Techniques in a Field Setting

The aim of this study was to investigate Martens, Burton, Vealey, Bump, and Smith’s (1990) contention that stress-management techniques should be matched to the symptoms manifested by performers. Subjects, 20 male collegiate field hockey players, responded to the Competitive State Anxiety Inventory-2 (CSAI-2) on four occasions prior to an important hockey match. Subjects were then placed in two intervention groups: applied relaxation (somatic anxiety; n = 6) and positive thought control (cognitive anxiety; n = 8). Six additional subjects formed the control group. Subjects completed a 12-week intervention in a field setting. Results suggested that reducing anxiety with a method directed at the performer’s dominant anxiety type is more efficacious. A secondary aim was to further investigate the anxiety-performance relationship using an intraindividual performance measure. Somatic anxiety was found to account for 22% of the variance in field hockey performance. Polynomial trend analyses failed to produce significant relationships between the CSAI-2 subscales and performance.

The effect of performance setting and individual differences on the anxiety-performance relationship for elite cyclists

Abstract Fifty-three national level cyclists completed competitive rides under both laboratory and field conditions to investigate the relationship between pre-competition anxiety and performance. A total of 39 males and 14 females participated in the study, ranging in age from 19 to 26. The objectives of the study were to, (a) measure the relationship between state anxiety and performance, (b) investigate differences in the anxiety-performance relationship under laboratory versus field conditions, and (c) examine the effect of trait anxiety on the state anxiety-performance relationship. State anxiety was measured using the Competitive State Anxiety Inventory-2 (CSAI-2; Martens, Vealey, & Burton, 1990), and trait anxiety with the State-Trait Anxiety Inventory (STAI; Spielberger, Gorsuch, & Lushene, 1970). Results indicated that anxiety was strongly correlated with performance on the field test, but that the anxiety-performance relationship was weaker under laboratory conditions. Results also showed that t...

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From the findings summarized in this review, it appears that there is little evidence in support of the inverted-U hypothesis. Available research indicates that there is considerable variability in the optimal precompetition anxiety responses among athletes, which does not conform to the inverted-U hypothesis. Many athletes appear to perform best when experiencing high levels of anxiety and interventions that act to produce quiescence may actually worsen the performance of this group. These findings indicate that there is a need to shift the research paradigm away from theories of anxiety and performance based on task characteristics or group effects and, instead, employ theoretical models that account for individual differences. Hanin's [39, 40] ZOF theory appears to be a good candidate for furthering our knowledge in this area. It was developed on the basis of research with athletes and it explicitly incorporates the concept of individual differences in the anxiety-performance relationship. Most important, because an individual's optimal range of anxiety is precisely defined, the validity of ZOF theory can be directly examined through hypothesis testing, whereas it has been argued that the inverted-U hypothesis is effectively shielded against falsification [84]. Although the findings of ZOF theory indicate that a significant percentage of athletes perform best at high levels of anxiety, Hanin's translated writings do not provide an explanation of why this is so. Further research is clearly indicated, but one explanation for this finding may involve how the athlete interprets or conceptualizes anxiety. For example, Mahoney and Avener [64] found that, although the absolute level of precompetition anxiety was similar between successful and unsuccessful Olympic gymnasts, there were differences in the way the athletes conceptualized the anxiety they were experiencing. The better performers viewed their anxiety as desirable, whereas anxiety was associated with self-doubts and catastrophizing in the unsuccessful gymnasts. Similar differences have been observed in the test anxiety literature where it has been found that poorer test takers perceive their anxiety to be more threatening and debilitating than do better performers [45]. Furthermore, temporal differences in the patterning of anxiety [64], fear responses, or cardiorespiratory measures [28] have been found between successful and unsuccessful performers; this may reflect a difference in the ability to regulate anxiety. It may also be the case that performance is not so much affected by the absolute level of precompetition anxiety as the consistency in the anxiety level across competitions. Athletes may also develop coping strategies that exploit consistent changes in attentional focus that result from elevated anxiety.(ABSTRACT TRUNCATED AT 400 WORDS)

A catastrophe model of anxiety and performance

An experiment is reported which tests Fazey & Hardy's (1988) catastrophe model of anxiety and performance. Eight experienced basketball players were required to perform a set shooting task, under conditions of high and low cognitive anxiety. On each of these occasions, physiological arousal was manipulated by means of physical work in such a way that subjects were tested with physiological arousal increasing and decreasing. Curve-fitting procedures followed by non-parametric tests of significance confirmed (p less than .002) Fazey & Hardy's hysteresis hypothesis: namely, that the polynomial curves for the increasing vs. decreasing arousal conditions would be horizontally displaced relative to each other in the high cognitive anxiety condition, but superimposed on top of one another in the low cognitive anxiety condition. Other non-parametric procedures showed that subjects' maximum performances were higher, their minimum performances lower, and their critical decrements in performance greater in the high cognitive anxiety condition than in the low cognitive anxiety condition. These results were taken as strong support for Fazey & Hardy's catastrophe model of anxiety and performance. The implications of the model for current theorizing on the anxiety-performance relationship are also discussed.

Test anxiety and aptitude test performance in an actual college admissions testing situation: Temporal considerations

This study systematically tests for time of testing (pre- vs post-test) as a possible moderator variable in the relationship between test anxiety and performance in a natural college admissions testing situation. On the basis of previous theorizing and research in the stress and psychological measurement literature it was hypothesized that anxiety will be more strongly related to test performance at time 2 (post-test) than at time 1 (pre-test). The present sample was composed of 378 Israeli student candidates who sat for scholastic aptitude university entrance exams centrally constructed and administered by the National Institute of Testing and Evaluation. On a random basis, 176 students were administered the test anxiety inventory in the anticipatory phase immediately prior to being tested, whereas 202 students were given the inventory immediately following aptitude testing. Whereas under pre-test anxiety measurement conditions only a negligible relationship was observed between performance and test anxiety, under post-test measurement conditions the latter two variables were observed to be moderately correlated. Overall, the data are more consistent with the assumptions of the cognitive deficit than the cognitive interference model and provide evidence for the moderating role of phase of testing and assessment of test anxiety in determining the magnitude of the anxiety-performance relationship. The results suggest that temporal factors be taken into consideration in assessing the nature and magnitude of the relationship between test anxiety and performance.

Advancements in competitive anxiety research: Use of the sport competition anxiety test and the competitive state anxiety inventory-2

Abstract The purpose of this paper was to briefly review the competitive anxiety research that has utilized the Sport Competition Anxiety Test (SCAT) and the Competitive State Anxiety Inventory-2 (CSAI-2) as measures of competitive trait anxity (A-trait) and multidimensional competitive state anxiety (A-state), respectively. An expanded model of competitive anxiety is presented which serves as the basis for the review of the literature. Specifically, the SCAT research reviewed includes the relationship of competitive A-trait to other intrapersonal factors, perception of threat, the prediction of state responses as well as motor performance and the prediction of performance outcomes or consequences. The CSAI-2 research reviewed includes the relationship of competitive A-state to other intrapersonal factors, interrelationships between CSAI-2 components, the anxiety-performance relationship, and evidence supporting the independence of the CSAI-2 components. Future directions for research using SCAT and the C...

Anxiety and motor performance: Where to from here?

Abstract The purpose of this paper was to briefly review the traditional existing theories attempting to explain the relationship between anxiety and motor performance and then suggest some future directions for research. Specifically, a review of drive theory and the inverted-U hypothesis led to the conclusion that due to methodological, conceptual and interpretive problems, these explanations for the anxiety-performance relationship are overly simplistic and lack heuristic value. Future research should focus on the interaction of psychobiological states as they relate to motor performance. Some specific suggestions include more precision in the measurement of anxiety as a multidimensional construct which includes psychophysiological, cognitive, and affective components. In addition, individual differences need to be recognized with intraindividual comparisons replacing between-subject comparisons. Hanin's zone of optimal functioning is offered as one such approach. Finally, more sensitivity and precisio...

Anxiety, fear of failure, and achievement: Two path-analytical models

Abstract Despite remarkable progress in the elaboration and assessment of test anxiety, the mechanism of the anxiety-performance relationship remains obscure. Most studies conducted in school settings were correlational, thus demonstrating associations rather than true dependencies. By integrating research on test anxiety and achievement motivation, a mutual influence of anxiety and performance is postulated. Written test performance, test anxiety, and fear of failure were assessed amongst a group of 91 (7th grade) grammar school pupils and 134 (equivalent graded) comprehensive school pupils. Fear of failure consisted of self-evaluation, self-concept, level of aspiration, and attributions. The causal models reveal that attributions, self-evalutation, and self-concept exhibit a mediating role between performance and test anxiety, and fear of failure constitutes a feedback loop from academic achievement to anxiety. The results support the conception of the anxiety-achievement relationship as an interdepende...

Do Anxious Swimmers Swim Slower? Reexamining the Elusive Anxiety-Performance Relationship

The purpose of this investigation was to utilize a multidimensional measure of anxiety and a more sensitive intraindividual performance measure to evaluate the relationship between anxiety and performance. Three hypotheses were tested. First, cognitive anxiety is more consistently and strongly related to performance than is somatic anxiety. Second, somatic anxiety demonstrates an inverted-U relationship with performance, whereas self-confidence and performance exhibit a positive linear relationship and cognitive anxiety and performance exhibit a negative one. Finally, short duration and high and low complexity events demonstrate stronger relationships between somatic anxiety and performance than do long duration or moderate complexity events. Two samples of swimmers completed the CSAI-2 prior to competition, and performance data were obtained from meet results. Correlational and multiple regression analyses generally supported Hypotheses 1 and 3, while polynomial trend analyses on standardized CSAI-2 scores confirmed trends predicted in Hypothesis 2. Overall, these results not only revealed that improved instrumentation allows demonstration of consistent anxiety-performance relationships, but they also provided additional construct validity for the CSAI-2.