The Anxious Mind Under Threat - Examining the interplay between anxiety, working memory and emotion regulation as determinants of academic performance
Lead Research Organisation:
University of Bristol
Department Name: Experimental Psychology
Abstract
Elevated levels of anxiety are associated with poor educational outcomes. Anxiety disorders (ADs) are common in adolescents with prevalence rates of 10% to 30% suggested by recent epidemiological studies. ADs result in significant impairment in psychosocial and academic functioning, have a persistent course into adulthood and have high comorbidity with other psychiatric disorders.
Cognitive differences are implicated in anxious psychopathology. Anxiety is thought to reduce working memory capacity (WMC) by acting as a distractor, drawing cognitive resources away from task-relevant processes. Working memory (WM) refers to the ability to hold information in mind, in spite of potential distraction, to support goal-directed behaviour and is a reliable indicator of academic achievement and broader cognitive functioning. Cognitive interference theories predict that individuals with high anxiety perform worse on cognitive tasks, particularly when these are cognitively demanding, which impacts academic performance. Empirical findings are mixed and suggest these theories provide an oversimplified account of cognitive processing in anxiety.
Recent studies serve to extend these theories. Some findings suggest that anxiety in typically developing (TD) individuals, disrupts WM; but increasing task complexity diverts attention from anxiety, improving performance. Further work suggests this interaction is mediated by WMC - high anxious individuals with high-WMC perform better on cognitive tests than their low-WMC counterparts. It is also argued that anxiety differentially disrupts WM in TD and anxious individuals. Under anxiety-provoking conditions, the cognitive test performance of anxious adults was impaired regardless of task complexity whereas healthy controls' performance was impaired during less complex tasks and facilitated during more complex tasks.
Alongside these cognitive processing differences, poor choice and implementation of emotion regulation (ER) is typical in ADs. ER refers to the capacity to influence or manage the intensity and expression of emotions to support goal-directed behaviour and is related to academic achievement. The availability (WMC) and selective use (attention control) of cognitive resources influence the choice and efficacy of ER strategies (e.g. rumination, reappraisal). Adaptive functioning relies on flexible ER. In adult anxiety, worry tends to be rehearsed and used as a coping strategy, which may influence flexibility. Little empirical research has investigated ER choice, although emerging conceptual frameworks suggest a role for cognitive, emotional and motivational factors.
Both WM and ER influence academic and psychosocial outcomes, yet understanding of how they interact to predict these outcomes is limited. To the applicant's knowledge, this will be the first study to investigate the interaction between WM, task complexity and cognitive test performance in TD and anxious adolescents under ecologically valid anxiety-provoking conditions. It is also believed to be the first study to examine the interaction between choice of ER strategy and levels of anxiety in this population, as mediated by WMC and attention control. WM and ER training are being investigated as potential treatments for anxiety, but in the absence of a clear theoretical framework. This study seeks to address the aforementioned limitations.
Cognitive differences are implicated in anxious psychopathology. Anxiety is thought to reduce working memory capacity (WMC) by acting as a distractor, drawing cognitive resources away from task-relevant processes. Working memory (WM) refers to the ability to hold information in mind, in spite of potential distraction, to support goal-directed behaviour and is a reliable indicator of academic achievement and broader cognitive functioning. Cognitive interference theories predict that individuals with high anxiety perform worse on cognitive tasks, particularly when these are cognitively demanding, which impacts academic performance. Empirical findings are mixed and suggest these theories provide an oversimplified account of cognitive processing in anxiety.
Recent studies serve to extend these theories. Some findings suggest that anxiety in typically developing (TD) individuals, disrupts WM; but increasing task complexity diverts attention from anxiety, improving performance. Further work suggests this interaction is mediated by WMC - high anxious individuals with high-WMC perform better on cognitive tests than their low-WMC counterparts. It is also argued that anxiety differentially disrupts WM in TD and anxious individuals. Under anxiety-provoking conditions, the cognitive test performance of anxious adults was impaired regardless of task complexity whereas healthy controls' performance was impaired during less complex tasks and facilitated during more complex tasks.
Alongside these cognitive processing differences, poor choice and implementation of emotion regulation (ER) is typical in ADs. ER refers to the capacity to influence or manage the intensity and expression of emotions to support goal-directed behaviour and is related to academic achievement. The availability (WMC) and selective use (attention control) of cognitive resources influence the choice and efficacy of ER strategies (e.g. rumination, reappraisal). Adaptive functioning relies on flexible ER. In adult anxiety, worry tends to be rehearsed and used as a coping strategy, which may influence flexibility. Little empirical research has investigated ER choice, although emerging conceptual frameworks suggest a role for cognitive, emotional and motivational factors.
Both WM and ER influence academic and psychosocial outcomes, yet understanding of how they interact to predict these outcomes is limited. To the applicant's knowledge, this will be the first study to investigate the interaction between WM, task complexity and cognitive test performance in TD and anxious adolescents under ecologically valid anxiety-provoking conditions. It is also believed to be the first study to examine the interaction between choice of ER strategy and levels of anxiety in this population, as mediated by WMC and attention control. WM and ER training are being investigated as potential treatments for anxiety, but in the absence of a clear theoretical framework. This study seeks to address the aforementioned limitations.
Organisations
People |
ORCID iD |
Chris Jarrold (Primary Supervisor) | |
Megan Attwood (Student) |
Publications
Elliott E
(2021)
Multilab Direct Replication of Flavell, Beach, and Chinsky (1966): Spontaneous Verbal Rehearsal in a Memory Task as a Function of Age
in Advances in Methods and Practices in Psychological Science
AuBuchon AM
(2022)
Lexical access speed and the development of phonological recoding during immediate serial recall.
in Journal of cognition and development : official journal of the Cognitive Development Society
Studentship Projects
Project Reference | Relationship | Related To | Start | End | Student Name |
---|---|---|---|---|---|
ES/P000630/1 | 30/09/2017 | 29/09/2027 | |||
2094652 | Studentship | ES/P000630/1 | 30/09/2018 | 30/09/2022 | Megan Attwood |
Description | Postgraduate Representative, Steering Group for the Elizabeth Blackwell Institute (EBI) Mental Health in Young People research initiative |
Geographic Reach | Local/Municipal/Regional |
Policy Influence Type | Participation in a guidance/advisory committee |
Impact | There is growing concern regarding the prevalence (and rising incidence) of mental health difficulties among young people. The Mental Health in Young People research initiative supports research activity that seeks to improve the mental health and wellbeing of young people, with a particular focus on University students. Bringing together academic and professional services staff with strong representation from the Students' Union, this initiative is well placed to support timely, targeted research activity and to inform changes in university policy and practice around the mental health and wellbeing of the university community. Example projects currently underway include activity to better understand students' provision (or non-provision) of emergency contact information, and the development and testing of staff training focused on neurodiversity. Given the cross-faculty interdisciplinary nature of this group, changes to university policies and practice can be implemented as research findings emerge. |
Description | Elizabeth Blackwell Institute (University of Bristol) Quality-Related Strategic Priorities Fund, UKRI Research England award |
Amount | £1,000 (GBP) |
Organisation | University of Bristol |
Department | Elizabeth Blackwell Institute for Health Research |
Sector | Academic/University |
Country | United Kingdom |
Start | 12/2020 |
End | 07/2021 |
Description | Elizabeth Blackwell Institute (University of Bristol) Rapid Response Call (COVID-19) |
Amount | £1,500 (GBP) |
Organisation | University of Bristol |
Department | Elizabeth Blackwell Institute for Health Research |
Sector | Academic/University |
Country | United Kingdom |
Start | 12/2019 |
End | 07/2020 |
Description | Participatory Research Funding, Elizabeth Blackwell Institute for Health Research (University of Bristol) and the Wellcome Trust Institutional Strategic Support Fund |
Amount | £14,610 (GBP) |
Organisation | University of Bristol |
Department | Elizabeth Blackwell Institute for Health Research |
Sector | Academic/University |
Country | United Kingdom |
Start | 03/2022 |
End | 09/2022 |
Description | PolicyBristol (University of Bristol) QR Policy Support Fund (QR SPF), UKRI Research England Award |
Amount | £30,146 (GBP) |
Organisation | University of Bristol |
Sector | Academic/University |
Country | United Kingdom |
Start | 02/2023 |
End | 09/2023 |
Description | GW4 roundtable discussion |
Form Of Engagement Activity | A formal working group, expert panel or dialogue |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Third sector organisations |
Results and Impact | This was the third in a series of three roundtable discussions entitled "Mental Health, Archiving and the Pandemic". These events emerged out of the GW4 2022 Crucible on Mental Health and Well-being Research and were organised by an interdisciplinary team of early career researchers from the Universities of Bristol, Cardiff and Exeter. Five speakers were invited to present their work (myself included) and to reflect on the role of archives in mental health - e.g., what therapeutic role might these archives have; what are some key principles in ensuring archives are accessible; how might archives inform research and practice in the future. The audience included representatives from charitable organisations including the Restoration Trust and Royal Albert Memorial Museum, service users, practitioners and academics. |
Year(s) Of Engagement Activity | 2022 |
URL | https://www.eventbrite.com/e/mental-health-archiving-and-the-pandemic-roundtable-3-tickets-467108723... |
Description | Seminar series: Department for Education-University of Bristol |
Form Of Engagement Activity | A formal working group, expert panel or dialogue |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Policymakers/politicians |
Results and Impact | Presented an invited talk as part of a series of online seminars hosted by PolicyBristol at the University of Bristol. This series of events brought together colleagues from the Department for Education with researchers investigating the impact of the COVID-19 pandemic on children and young people's education and broader mental health and wellbeing. Key areas for discussion included children and young people's academic attainment and their mental health and wellbeing during the COVID-19 pandemic. Contacts established during these meetings later attended stakeholder workshops run by the researchers and broadened the scope and reach of this activity. |
Year(s) Of Engagement Activity | 2021 |
Description | Stakeholder workshops: COVID-19 impact on children and young people's mental health and wellbeing |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Professional Practitioners |
Results and Impact | The researcher hosted two workshops focused on the impact of the COVID-19 pandemic on the mental health and wellbeing of children and young people. Attendees included stakeholders from education (including senior researchers from the Department for Education, academic colleagues from the University of Bristol and representatives from local schools, colleges and Multi-Academy Trusts), mental health (including representatives from third sector mental health organisations, NHS Clinical Commissioning Groups and clinical delivery teams) and community-based organisations supporting the wellbeing of children and young people. This activity demonstrated the high level of agreement among stakeholders regarding the detrimental impact of the pandemic on the mental health of young people, highlighted particular areas of concern, and identified actionable steps to support the mental health and wellbeing of young people both during and beyond COVID-19. Two grant applications (one successful and one currently under review) have since been submitted with support from partnerships that developed out of this activity. |
Year(s) Of Engagement Activity | 2021 |