The effectiveness of affective compared to neutral working memory training in university students with test anxiety. (December 2021)

• Record Type: Journal Article
• Authors: Minihan, Savannah; Samimi, Zobair; Schweizer, Susanne
• Is Part Of: Behaviour research and therapy. Volume 147(2021)
• Publication Date: 2021-12
• Subjects: Test anxiety -- Working memory training -- Cognitive control -- Emotion regulation; Cognitive therapy -- Periodicals; Psychotherapy -- Periodicals; 616.891
• DOI: 10.1016/j.brat.2021.103974
• Languages: English
• ISSNs: 0005-7967

Abstract

Abstract: Background: Test anxiety (TA), defined as the emotional, physiological, and behavioural responses surrounding situations involving formal evaluation of performance, is a relatively common occurrence, and, when present, can be a disruptive factor in students' academic careers. Research indicates that working memory, in particular, affective working memory, is impaired in individuals with TA. The current study therefore explored whether training the application of working memory in affective contexts could reduce TA and associated cognitive and affective impairments. Method: 60 Iranian university students (50% female; 19–22 years) with TA symptoms were randomized to receive 20 sessions of affective working memory training (aWMT), neutral working memory training (nWMT) or to a no-training control group. Prior and immediately after training, all participants completed measures of TA, working memory, cognitive control, and emotion regulation. Results: Compared to the control group, both the aWMT and the nWMT groups demonstrated improved cognitive and affective functioning from pre-to post-training. However, the reduction in TA symptoms and improvement in emotion regulation was greater in the aWMT group compared to the nWMT group. Conclusion: aWMT may be an effective means of not only reducing TA, but also enhancing cognitive and affective functioning. These preliminary findings are promising given the potential for free and easy dissemination of aWMT in schools and online settings, including low- and middle-income countries. Highlights: Test anxiety (TA) can be a disruptive factor in students' academic careers. Working memory (WM) appears impaired in individuals with TA. WM training improved cognitive and affective functioning in individuals with TA. Improvements were greater following affective (vs. neutral) WM training. Affective WM training may be a novel way of reducing TA and related impairments.