Focused Breathing and Expressive Writing: Effects on Performance and Anxiety

• In Event: 29.083 - Poster Session 4
  In Poster Session: 29.083-4 - Poster Session 3: Cognitive Processes

Abstract

According to attentional control theory, test anxiety can distract students from focusing their cognitive resources on an assessment. The purpose of this quasi-experiment is to test two different methods for helping students reduce anxiety and focus on an assessment. Students in an introductory psychology course (N = 113) engaged in either a focused-breathing or expressive-writing exercise before their final exam. Results indicated that, compared to previous exam performance, both focused breathing and expressive writing improved performance for students with high levels of test anxiety. However, there was no effect on final exam performance for either method for students with low levels of test anxiety. Both exercises were effective in reducing state anxiety for students. These findings can inform anxiety-reduction interventions.

Authors

• Virginia E. Clinton, University of North Dakota

• Stacy Meester, Minnesota State University - Moorhead