Psyc 510 Replies

INSTRUCTIONS: REPLIES Reply to two of your classmates’ discussion threads. No quotes are allowed – paraphrase, put information into your own words, and cite appropriately using current APA formatting conventions. Address all required components for maximum points. Your two replies must be 200 words each. Content Respond to each post as if you were a colleague suggesting a related study you could complete together. Make sure to include all following components: Full description of a proposed study that extends or refines one or both of the reviewed studies. Identify your unique proposed study as being descriptive, predictive, or experimental. a. Clearly identify and operationally define the variable(s) of interest in your proposed study. b. Clearly state how your proposed study would extend or refine the results from one or both of the reviewed articles. c. Review one additional article to justify your proposed study. It cannot be one that was reviewed by your peer. Include a complete reference section at the end of your reply using current APA style format (minimum of 1 entry). Format All replies must incorporate at least 1 in-text citation to the APA Publication Manual and then a Reference section. Replies to your peers should be thoughtful, educated, and professional. Avoid unsubstantiated opinions or claims, personal comments, or general comments such as the following, which will result in loss of points: “Great job on your introduction / discussion post,” “I totally agree with everything you said,” “Good luck in the rest of the class,” etc.

Janae peer 1

Dear Colleague,

Since both of us have backgrounds in psychology, I thought I'd share with you some recent discoveries from works that drew on empirical research. These could interest you, in my view. The articles I choose focus on stress and anxiety, motivation and academic success, or both. The first article I read is titled " Mindfulness and Anxiety among university students: Moderating Role of cognitive emotion regulation" and was written by Malik and Perveen (2021). This study aimed to investigate the association between mindfulness as well as the anxiety in college students, as well as the moderating effects of healthy and unhealthy emotional regulation techniques. The researchers used a practical sample of 210 students. According to the correlational analysis's findings, there is a negative correlation between mindfulness and both anxiety and the adaptive cognitive emotion regulation (CER) technique (Malik & Perveen, 2021). "Medical Students’ Motivation and academic performance: the mediating roles of Self-efficacy and learning engagement" is the title of the second article I read, written by Wu et al. (2020). In the connection between motivation and academic achievement, this study looked into the mediating effects of self-efficacy and learning techniques—five hundred high school students from various grades made up the sample. In order to conduct their statistical study, the researchers employed structural equation modeling. According to the study, learning techniques and self-efficacy mediate the link between motivation and academic achievement (Wu et al., 2020). These two articles have helped me better grasp the relationship between motivation, stress, and academic performance.

I appreciate the time you have taken out, if any additional questions or concerns please feel free to reach out to me.

References

Malik, S., & Perveen, A. (2021). Mindfulness and anxiety among university students: Moderating role of cognitive emotion regulation.  Current Psychology. https://doi.org/10.1007/s12144-021-01906-1

Wu, H., Li, S., Zheng, J., & Guo, J. (2020). Medical students’ motivation and academic performance: the mediating roles of self-efficacy and learning engagement.  Medical Education Online,  25(1), 1742964. https://doi.org/10.1080/10872981.2020.1742964

Karly Peer2

Dear valued colleague, 

 

I am writing to you about some recent findings I have been reviewing that focus on the topic of sports performance and anxiety seen in adolescent individuals. The intensive demands of participating on a sports team and actively competing are growing stronger every year. More and more children are devoting their lives to athletics; to ensure that these individuals remain happy and involved in their respective sport one must wonder about their varying anxiety levels. How are the children handling their stress and fears? I have been researching and reviewing two separate articles that focus on these key ideas: one article focuses on anxiety levels between individual athletes such as gymnast vs. athletes who are involved in a team sport, while the other article looks to measure and assess the different levels of stress and anxiety seen in young football (soccer) players. 

 

The first article focuses on the difference in children’s anxiety in regards to the athletic situation they are being faced with. The research article that was focused on compared the varying abilities for athletes vs non athletes on how they are able to overcome and conquer their anxiety flare-ups. The researchers believed they would find higher levels of competitive anxiety in individual athletes rather than those on a team. This idea arises from the notion of peer support and comfort. The study was made up of 60 individuals (15 gymnasts, 30 team athletes, & 15 non athletes). Researchers conducted their study over one school year. In order to measure and assess the individuals’ anxiety levels, researchers used the Spielberg Anxiety Scale, the scale used measured emotion and worry. The scale was made up of 20 questions, each question was ranked on a 1-4 scale with answers varying from almost never (1) to always (4). The survey was given at two different times over the school year; the first time occurred at the beginning of the school year, after the summer break, while the second survey was handed out upon completion of training later in the school year. Researchers then used the ANOVA method to compare their findings regarding emotions and worry from the two separate studies. Results showed little difference between anxiety levels between the team athletes and non-athletes, however the gymnasts suffered from higher anxiety when plagued with the idea of competing. 

 

The second research article focused on the importance of better understanding depression and anxiety levels in younger age soccer players. Researchers were looking to examine the types of emotional turmoil that arises for young athletes when they are in a game and/or learning new skills. Researchers proposed the idea that if they can lower the depression, stress, and anxiety of players during a game then these players will be able to maximize their overall skill. The study consisted of 20 soccer players (14-16 yrs. of age). The athletes began by answering questions based on the DASS questionnaire (Depression, Anxiety and Stress) and then they completed a speed and agility test. The tests looked to see how well these children could actually perform the straight arrow overhead toss after running different distances. Researchers then compared the varying levels of stress, anxiety, and depression based on the DASS questionnaire to the athletes performance and were able to conclude that those individuals who claimed to have lower levels of DASS out performed those with higher levels of DASS. 

 

These two studies help to better inform me on the trials and tribulations many young athletes face on a daily basis. Upon completion of my masters and hopefully doctorate; I wish to focus my career in the field of sports psychology. These studies help to enhance the idea that enjoyment and involvement of sports is directly related to the management of stress and anxiety with athletes. Children need more outlets and ways to discuss and understand their feelings that arise when they face conflict with athletes. Children are more likely to accept their failures and remain in their sport when they feel as if they have a positive support system. Encouraging and supporting children not only helps create a sense of happiness for the individual, but it also results in overall better success and winnings. 

 

Hoping to hear from you soon!

 

Best Wishes, 

 

Karly Stoker

Adrian, R. R., Teodor, G. V., & Cristina, R. A. (2020). The importance of depression, anxiety

and stress on sports performance at football junior (14-16 years).  Gymnasium, 21(2), 63-81. 

Aneta, P. C. (2019). Children's anxiety in performance sport.  Gymnasium, 20(1), 110-125.