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1
Wardy, John Fred. „Anxiety“. Theological Research Exchange Network (TREN), 1985. http://www.tren.com.
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2
Custodero, Jeri Lyn. „Anxiety and Test Anxiety| General and Test Anxiety Among College Students with Learning Disabilities“. Thesis, University of California, Santa Barbara, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3611967.
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This study compares the state, trait, and test anxiety scores of 145 college students with and without learning disabilities against categories such as demographics, general anxiety, test anxiety, and disability experience. This study used a questionnaire and compared answers among groups. The analysis indicated that students with learning disabilities have a statistically significant difference on trait, F(1, 143) = 9.83, p = .002, and test scores, F(1, 142) = 11.97, p = .001, when compared to students without disabilities. This study found that anxiety statistically significantly affects college students with learning disabilities in terms of age, years in school, gender, perception of grades, self-reported anxiety ratings, feelings of control, and Office of Disability experience. This study informs future research regarding many variables affecting college students with learning disabilities.
3
Farrington, Robin Mark. „The relationship between trait anxiety and anxiety sensitivity“. Thesis, University of Port Elizabeth, 2004. http://hdl.handle.net/10948/352.
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Anxiety Sensitivity (AS) is a useful psychological construct in understanding the development of general and clinical anxiety. An increased amount of research has recently been conducted in this area. Since the development of the 16-item Anxiety Sensitivity Index (ASI), there has been deliberation in the literature about the relationship of the AS construct and the ASI, to the personality construct of trait anxiety. Central to this discus sion is the notion that AS is nothing more than trait anxiety. This position brings into question the conceptual and empirical validity of AS. This study aimed to explore and describe the relationship between trait anxiety and anxiety sensitivity, through the use of an exploratory-descriptive correlational design. Levels of trait anxiety were determined through the use of subscales on the Sixteen Personality Factor Questionnaire (16PF) and anxiety sensitivity through the use of the ASI. Using a convenience sampling technique, 84 student volunteers completed the 16PF and ASI. Descriptive statistics and inferential statistics were employed for data analysis. The results indicate that the sample group had the capacity to express emotional energy along integrated channels and was thus well suited for exploring the relationship between the construct of trait anxiety and anxiety sensitivity. The relationship between trait anxiety and AS in the sample group was explored through the use of two statistical procedures. Firstly, the coefficient of determination (r²) was calculated and revealed that 24% of the variance among the ASI scores were attributable to variations in Factor QII scores of the 16PF and viceversa. Secondly, a multiple regression analysis technique revealed that 28% of the variance in the ASI score could be explained by the combination of factors Q4 (free- floating anxiety), O (guilt proneness), C (ego strength), L (suspiciousness), Q3 (ability to bind anxiety) of the 16PF. These key findings are in line with other research in that the constructs of trait anxiety and anxiety sensitivity showed a level of variance. As such, it was concluded that although the constructs may be related, they are not synonymous.
4
Pearce, Bradford. „Vintage Anxiety“. VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/638.
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5
O'Garro-Moore, Jared K. „AN ETIOLOGICAL UNDERSTANDING OF BIPOLAR DISORDER-ANXIETY DISORDER COMORBIDITY: THE ROLE OF ANXIETY SENSITIVITY AND TRAIT ANXIETY“. Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/512695.
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PsychologyPh.D.
Little to no research has evaluated factors that explain the manifestation and maintenance of bipolar disorder-anxiety disorder (BD-AD) comorbidity. The literature has shown that disruption of social and circadian rhythms is associated with mood episode onset. This association is especially pronounced among individuals who have a sensitive behavioral approach system (BAS). Inasmuch as anxiety sensitivity and trait anxiety have been associated both with BD and social rhythm disruption, it is worth examining whether anxiety sensitivity and trait anxiety confer risk for mood episode onset. The aims of this project were to: 1) evaluate trait anxiety and anxiety sensitivity as predictors of social rhythm disruption and BD-AD comorbidity, 2) examine social rhythm disruption (SRD) as a mediator of the association between trait anxiety and anxiety sensitivity and BD-AD comorbidity status, and 3) explore behavioral approach system sensitivity in these processes as contributing to the vulnerability to BD-AD comorbidity. A sample of 156 young adults participated in a multi-wave study in which they completed diagnostic interviews, symptom measures, and life event interviews which assessed the occurrence of positive and negative life events and the degree of SRD following these events every six months. Partial support for the hypotheses was found. Initial anxiety sensitivity, but not trait anxiety, positively predicted SRD for rewarding life events and follow-up bipolar symptoms. Additionally, SRD following positive life events predicted increases in depressive symptoms, but not hypomanic symptoms. SRD mediated the relationship between anxiety sensitivity and depressive symptoms. Furthermore, this relationship was stronger for healthy controls than for those with a bipolar disorder (BD) diagnosis or at-risk for developing BD. Moreover, individuals with a comorbid BD-AD diagnosis tended to have greater social rhythm disruption following negative life events than BD only or healthy individuals. Unexpectedly, individuals with comorbid BD-AD did not exhibit greater anxiety sensitivity or trait anxiety. Overall, the results suggest that anxiety sensitivity is a factor that may help to identify individuals who are vulnerable to bipolar symptoms. Furthermore, SRD is a mechanism that may partially explain this relationship.
Temple University--Theses
6
Figueroa, Cynthia Firpi. „Reducing preoperative anxiety“. FIU Digital Commons, 1997. http://digitalcommons.fiu.edu/etd/3322.
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The effect of a pre-operative self-educational program on pre-operative state-anxiety was explored on 43 same day, non-diagnostic, surgical patients. Controls (22) received verbal preoperative instructions. The treatment group (21) received, in addition, a self-instructional preoperative booklet. The study addressed the research question. Will administration of a pre-operative self-instructional educational tool reduce self-reported anxiety? The level of client anxiety was measured by the Spielberger State Trait Anxiety Inventory (STAI). Pre- and post-intervention scores were analyzed using t-tests for paired samples. A Pearson product moment correlation was calculated on the STAI scores. The data collected did not demonstrate that the experimental treatment was effective in reducing anxiety, t(42) = -0.73. Findings indicated the need for improved education and continued research into alternative, cost effective modalities, useful in reducing preoperative anxiety.
7
Avanessian, Armen, und Anke Hennig. „Time-Complex Anxiety“. Universität Leipzig, 2020. https://ul.qucosa.de/id/qucosa%3A72852.
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The following remarks are intended as philosophical comments on Gilles Deleuze’s groundbreaking reflections on a control society emerging at the end of the 20th century (cf. Deleuze 1992). Following Foucault, Deleuze’s interpretations of the ‘contemporary’ socio-technological transformations are mostly of a spatio-technical nature; the aim of this article is to complement his diagnosis with a time-philosophical analysis. Here, the guiding question is how to best characterize the time-political dimension of the new forms of social (“apprenticeships and permanent training”) and economic control, which has only further increased with the financialization of the 21st century (“Man is no longer man enclosed, but man in debt”) (1992: 6-7). Deleuze’s text already contains a number of clues that are relevant in this context, for example his references to the work of the dromonihilist Paul Virilio, specifically to the “ultrarapid forms of free-floating control” (1992: 4) that the latter outlined. Behind the acceleration paradigm sketched out by Virilio, however, we recognize an explanatory model of a different temporality, that is, both a different model of explanation and a different model of time. According to our working hypothesis, complex societies or societies that, under the influence of algorithms and computer-based infrastructures, are temporally complex can no longer be understood from the perspective of the present. The type of economy that Deleuze subsumed under the concept of ‘control society’ corresponds to a logic that is no longer centered on the present or the contemporary. Rather, under the digital technological conditions of the 21st century, control turns out to be time control and control of (as well as from) the future.
8
Dodge, Richard Keith. „Anxiety in glass“. The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1300474728.
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9
Frick, Andreas. „Imaging Anxiety : Neurochemistry in Anxiety Disorders Assessed by Positron Emission Tomography“. Doctoral thesis, Uppsala universitet, Institutionen för psykologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-261983.
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Anxiety disorders, including social anxiety disorder (SAD) and posttraumatic stress disorder (PTSD) are common and disabling conditions. Largely based on animal and pharmacological studies, both the serotonergic and substance P/neurokinin-1 (SP/NK1) systems have been implicated in their underlying pathology. However, only few neuroimaging studies have directly assessed these neurotransmitter systems in human sufferers of anxiety disorders, and none have addressed possible between-systems relationships. The overall aim of this thesis was to study possible neurochemical alterations associated with anxiety disorders. To this end, three studies using positron emission tomography (PET) for in-vivo imaging of the brain serotonergic and SP/NK1 systems in patients with SAD and PTSD were conducted. The radiotracers [11C]5-HTP, [11C]DASB, and [11C]GR205171 were used to index serotonin synthesis rate, serotonin transporter (SERT) availability, and NK1 receptor availability respectively. In Study I, patients with SAD relative to controls exhibited enhanced serotonin synthesis rate and serotonin transporter availability. Serotonin synthesis rate in the amygdala was positively related to social anxiety symptom scores. Study II demonstrated increased NK1 receptor availability in the amygdala in patients with SAD relative to controls. In Study III, patients with PTSD showed elevated NK1 receptor availability in the amygdala as compared to controls. SERT availability in the amygdala was negatively related to PTSD symptom severity, a relationship that was moderated by NK1 receptor levels. The regional overlap between SERT and NK1 receptor expression was altered in patients with PTSD, with reduced overlap linked to more severe symptoms. Collectively, the findings are consistent with the view that serotonin in the amygdala induces rather than reduces anxiety and links exaggerated anxiety to an overactive presynaptic serotonin system. In addition, the involvement of the SP/NK1 system in stress and anxiety, as suggested by animal studies, was demonstrated in two common human anxiety disorders. Finally, PTSD symptomatology is better accounted for by interactions between the serotonergic and SP/NK1 systems in the amygdala than by each system separately. In conclusion, this thesis supports that both the serotonergic and SP/NK1 systems in and of themselves, but also interactively, may be important contributors to anxiety symptomatology.
10
Washington, Georgita Tolbert. „Effects of Anxiety Reducing Interventions on Performance Anxiety in Graduate Nurses“. Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1879.
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Every new nursing graduate is challenged to successfully transition from student to professional nurse. The stress involved in that transition can manifest itself as performance anxiety, a type of anxiety occurring when someone is the focus of attention and is fearful of interactions or of being humiliated or embarrassed. It occurs only in specific situations. The new graduate's performance is the focus of attention and evaluation. Further, the need to interact with other professionals, patients, and families can create anxiety about performance. No studies have examined performance anxiety in graduate nurses.
Use of cognitive behavioral therapy, progressive muscle relaxation, and reflective journaling has demonstrated reduction of performance anxiety in musicians and actors. There have been no studies evaluating these interventions in new graduate nurses or in combination to reduce performance anxiety in any population.
Peplau's theory of interpersonal relations suggests that relationships play a significant role in mediating anxiety. Because most graduate nurses work with a registered nurse preceptor, it is likely that relationships with preceptors and the level of perceived support from those preceptors could influence the success of transition as well as new graduates' anxiety.
Using a quasi-experimental, mixed method design, the sample was drawn from 2 classes of new graduates participating in a 6-month nurse residency program. Participants self-administered instruments measuring performance anxiety, preceptor relationships, and perceptions of preceptor social support, and were asked to journal weekly. Open-ended questions indicated their feelings about the intervention and its usefulness.
This study verified the presence and level of performance anxiety in the sample. Results revealed a decrease in performance anxiety in both treatment and control groups but no significant influence of preceptor relationship or perceived preceptor support. Analysis of qualitative data revealed that the majority of participants were not engaged in the intervention and did not value it.
Performance anxiety did not appear to negatively impact new graduate transition. No additional insight was gained about the preceptor and newgraduate relationship because the majority of participants' interactions remained at the initial level identified in Peplau's theory.
11
Collins, Angela B. „Investigation of social anxiety prevalence and anxiety sensitivity among college students“. abstract and full text PDF (UNR users only), 2009. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3369580.
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12
Potter, Carrie Michelle. „Interactive Role of Anxiety Sensitivity and Pain Expectancy in Dental Anxiety“. Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/465293.
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PsychologyPh.D.
Dental anxiety is a major public health problem that leads to underutilization of dental care and poor oral health. Much research has demonstrated an association between the expectation of pain during dental treatment and dental anxiety; however, not all patients with high pain expectancy develop dental anxiety, suggesting that other factors may impact the degree to which pain expectancy increases dental anxiety. The present study examined whether anxiety sensitivity (AS; the fear of negative consequences of anxiety-related symptoms and sensations) increases the strength of the relationship between pain expectancy and dental anxiety. Participants were 104 adult patients of Temple University Kornberg School of Dentistry clinics. Baseline levels of AS and pain expectancy were assessed using self-report questionnaires. Baseline dental anxiety was assessed using self-report questionnaires and measures of psychological/physiological stress reactivity to films of dental procedures. Participants also underwent a pain expectancy induction, and all indices of dental anxiety were re-assessed following the pain expectancy induction. Linear regression analyses revealed that, in contrast to expectations, AS did not strengthen the relationship between self-reported or laboratory-induced pain expectancy and any indicators of dental anxiety. On the contrary, there was limited evidence that AS may weaken the pain expectancy-dental anxiety relationship. Consistent with previous studies, there was a strong pattern of findings supporting a direct association between pain expectancy and dental anxiety, but limited evidence of a direct association between AS and dental anxiety. AS may not be a strong risk candidate for dental anxiety, and future studies examining other theoretically-relevant vulnerability factors are needed to elucidate pathways through which pain expectancy leads to greater dental anxiety.
Temple University--Theses
13
Armstrong, Kerry Ann. „A psychometric and clincial investigation of anxiety sensitivity in anxiety disorders“. Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/15931/1/Kerry_Armstrong_Thesis.pdf.
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Anxiety sensitivity is a cognitive, individual difference variable that is differentiated by an individual's fear of anxiety sensations and centred on the belief that such sensations result in harmful consequences. In order to test anxiety sensitivity, Reiss, Peterson, Gursky, and McNally (1986) developed the Anxiety Sensitivity Index (ASI). However, one contentious issue in the area concerns the factor analytic structure of anxiety sensitivity and this has important consequences for the construct. Numerous investigations have been conducted using the ASI, and the results have varied appreciably with some researchers arguing for a unidimensional construct. However the general consensus now is that anxiety sensitivity is multidimensional. It has been argued that the repeated attempts to clarify the dimensionality of anxiety sensitivity, using the 16-item ASI, is problematic because the scale was never designed to measure a multidimensional construct in the first instance. Thus, the objective of the dissertation was to critically examine the anxiety sensitivity construct by using an expanded, multidimensional measure of anxiety sensitivity referred to as the Anxiety Sensitivity Index - Revised ([ASI-R] Taylor & Cox, 1998) and establish the psychometric properties of the measure by conducting a series of empirical investigations to assess the clinical utility of the measure.
A series of three empirical investigations are presented in the current dissertation. The first investigation aimed to critically examine the factor structure and psychometric properties of the ASI-R. Confirmatory factor analysis using a clinical sample of adults revealed that the ASI-R could be improved substantially through the removal of 15 problematic items in order to account for the most robust dimensions of anxiety sensitivity. The modified measure was re-named the 21-item Anxiety Sensitivity Index (21-item ASI) and re-analysed with a large sample of nonclinical adults, revealing configural and metric invariance across groups. Further, comparisons with other alternative models that also include comparisons with previous published ASI models indicated the 21-item ASI to be the best fitting model for both groups. There was also evidence of internal consistency, test-retest reliability, and construct validity for both samples. The aim of the second investigation was to critically examine differences between and within various anxiety classifications, a mood disorder classification, and a nonclinical control sample, with respect to both general and specific dimensions of anxiety sensitivity as identified by the 21-item ASI. In most instances, the results revealed that the differences between and within the diagnostic groups were consistent with theoretical expectations. Finally, the third investigation aimed to examine differences within each diagnostic category before and after cognitive behavioural therapy in order to provide a further test of validity for the revised 21-item ASI. The results revealed significant differences within all but one diagnostic group on the pre and post-treatment scores, using the global and specific dimensions of the 21-item ASI.
The strengths, theoretical contribution, limitations, and directions for future research are discussed. It is concluded that the overall findings relating to the series of empirical investigations presented in the current dissertation make a significant and valid theoretical contribution to the field of anxiety sensitivity in particular, and anxiety research in general, by enhancing our understanding of anxiety sensitivity and how the 21-item ASI can be used to improve therapeutic interventions in clinical practice.
14
Armstrong, Kerry Ann. „A Psychometric And Clincial Investigation Of Anxiety Sensitivity In Anxiety Disorders“. Queensland University of Technology, 2004. http://eprints.qut.edu.au/15931/.
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Anxiety sensitivity is a cognitive, individual difference variable that is differentiated by an individual's fear of anxiety sensations and centred on the belief that such sensations result in harmful consequences. In order to test anxiety sensitivity, Reiss, Peterson, Gursky, and McNally (1986) developed the Anxiety Sensitivity Index (ASI). However, one contentious issue in the area concerns the factor analytic structure of anxiety sensitivity and this has important consequences for the construct. Numerous investigations have been conducted using the ASI, and the results have varied appreciably with some researchers arguing for a unidimensional construct. However the general consensus now is that anxiety sensitivity is multidimensional. It has been argued that the repeated attempts to clarify the dimensionality of anxiety sensitivity, using the 16-item ASI, is problematic because the scale was never designed to measure a multidimensional construct in the first instance. Thus, the objective of the dissertation was to critically examine the anxiety sensitivity construct by using an expanded, multidimensional measure of anxiety sensitivity referred to as the Anxiety Sensitivity Index - Revised ([ASI-R] Taylor & Cox, 1998) and establish the psychometric properties of the measure by conducting a series of empirical investigations to assess the clinical utility of the measure.
A series of three empirical investigations are presented in the current dissertation. The first investigation aimed to critically examine the factor structure and psychometric properties of the ASI-R. Confirmatory factor analysis using a clinical sample of adults revealed that the ASI-R could be improved substantially through the removal of 15 problematic items in order to account for the most robust dimensions of anxiety sensitivity. The modified measure was re-named the 21-item Anxiety Sensitivity Index (21-item ASI) and re-analysed with a large sample of nonclinical adults, revealing configural and metric invariance across groups. Further, comparisons with other alternative models that also include comparisons with previous published ASI models indicated the 21-item ASI to be the best fitting model for both groups. There was also evidence of internal consistency, test-retest reliability, and construct validity for both samples. The aim of the second investigation was to critically examine differences between and within various anxiety classifications, a mood disorder classification, and a nonclinical control sample, with respect to both general and specific dimensions of anxiety sensitivity as identified by the 21-item ASI. In most instances, the results revealed that the differences between and within the diagnostic groups were consistent with theoretical expectations. Finally, the third investigation aimed to examine differences within each diagnostic category before and after cognitive behavioural therapy in order to provide a further test of validity for the revised 21-item ASI. The results revealed significant differences within all but one diagnostic group on the pre and post-treatment scores, using the global and specific dimensions of the 21-item ASI.
The strengths, theoretical contribution, limitations, and directions for future research are discussed. It is concluded that the overall findings relating to the series of empirical investigations presented in the current dissertation make a significant and valid theoretical contribution to the field of anxiety sensitivity in particular, and anxiety research in general, by enhancing our understanding of anxiety sensitivity and how the 21-item ASI can be used to improve therapeutic interventions in clinical practice.
15
Jost, Oliver R. „Computer anxiety, mathematics anxiety and achievement in an adult basic mathematics course“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0024/MQ30487.pdf.
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16
Winroth, Denise. „Perceived Anxiety Stigma, Anxiety Literacy and Help-Seeking Attitudes among Swedish Teachers“. Thesis, Stockholms universitet, Psykologiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-186078.
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Anxiety is becoming more prevalent among Swedish youth. Anxiety can range from momentary symptoms to lifelong disorders, where generalised anxiety disorder (GAD) is one of the most common anxiety disorders (Allgulander, 2012). Yet relative to those who are older, young individuals are less likely to seek psychological help. Previous research has focused on the role of mental health literacy and stigma in help-seeking behaviours among students. This cross-sectional study explored possible associations between GAD literacy, perceived GAD stigma, and psychological help- seeking attitudes among Swedish regular and special education teachers (N = 647) using an internet-based survey. Results revealed a significant positive association between GAD literacy and help-seeking attitudes among regular education teachers and not for special education teachers. Overall, this study provides insight into the current levels of GAD literacy, perceived GAD stigma, and help-seeking attitudes among Swedish teachers of different professional training and has implications for intervention development among regular education teachers.
17
Cowart, Maria Jane Whitmore. „Generalized Anxiety Disorder and Social Anxiety Disorder in Youth: Are They Distinguishable?“ Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/37645.
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Social anxiety disorder (SAD) is defined by persistent, irrational anxiety in social situations while generalized anxiety disorder (GAD) is characterized by excessive worry unrelated to any specific situation. These two disorders share some features and are frequently comorbid in children and adults. The current study sought to examine this comorbidity and compare the disorders on a number of dimensions in a clinical sample of children and adolescents. It was hypothesized that SAD would be accompanied by higher levels of social anxiety and behavioral inhibition and lower levels of family expressiveness and social functioning than GAD. GAD was hypothesized to be accompanied by higher levels of worry, physiological symptoms, and anxiety sensitivity and lower levels of school functioning as compared to SAD. Youth with both disorders were hypothesized to function more poorly on all dimensions as compared to either disorder alone. Participants were drawn from a sample of 397 (137 female) youth who underwent psychoeducational assessment. A series of analyses of variance, discriminant function analyses, and factor analyses were performed using the entire sample, and repeated by gender and age group. Results indicated youth with GAD had higher levels of harm avoidance as compared to youth with social anxiety disorder. However, the diagnostic groups did not differ on other features. Moreover, results of factor and discriminant function analyses did not distinguish between the two groups. The pattern of results was similar when examined for gender and age, although some differences emerged. Overall, results suggest SAD and GAD overlap significantly in children, with less overlap in adolescents. This raises questions regarding the validity of current child anxiety taxonomies. Future research should further examine this phenomenon, including longitudinal samples and a wider range of diagnoses.Ph. D.
18
Saulnier, Kevin G. „Perfectionism and Anxiety Sensitivity: The Relation between Etiological Factors of Social Anxiety“. Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1544448461375123.
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19
Gibbons, Iesha R. „Parent Anxiety, Parental Psychological Control, and Adolescent Anxiety: Mediation and Bidirectional Relationships“. BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9150.
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Anxiety is the most common mental health diagnosis for adolescents. Among important etiological factors are parent anxiety and parenting behavior, which can increase anxiety in adolescents. Adolescent anxiety can also act as a source of stress for parents that then increases parent anxiety and negative parenting behaviors. Using the Family Stress Model, this study aims to examine the longitudinal and bidirectional relationship between parent and adolescent anxiety with parental psychological control acting as a mediator. Structural equation modeling was used to examine these relationships across five waves of data for 457 families. Adolescents (51.86% female, mean age 13.34 at wave one) and their parents (352 fathers and 457 mothers) participated in this study. While results did not fully support the hypotheses, interesting relationships among study variables indicated the importance of adolescent gender and development when studying the impact of parents and parenting on anxiety. Implications for research and clinical practice are discussed.
20
Bruehl, Anne Larmore. „General anxiety and academic indicators as predictors of test anxiety in adolescents“. [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024766.
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21
Winkelmann, Juliane, Muriel Prager, Roselind Lieb, Hildegard Pfister, Barbara Spiegel, Hans-Ulrich Wittchen, Florian Holsboer, Claudia Trenkwalder und Andreas Ströhle. „"Anxietas Tibiarum": Depression and anxiety disorders in patients with restless legs syndrome“. Technische Universität Dresden, 2005. https://tud.qucosa.de/id/qucosa%3A26587.
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Background: Symptoms of anxiety and depression in patients with restless legs syndrome (RLS) have been observed. However, it is unclear whether rates of threshold depression and anxiety disorders according to DSM-IV criteria in such patients are also elevated.
Methods: 238 RLS patients were assessed with a standardized diagnostic interview (Munich- Composite International Diagnostic Interview for DSM-IV) validated for subjects aged 18–65 years. Rates of anxiety and depressive disorders were compared between 130 RLS patients within this age range and 2265 community respondents from a nationally representative sample with somatic morbidity of other types.
Results: RLS patients revealed an increased risk of having 12-month anxiety and depressive disorders with particularly strong associations with panic disorder (OR=4.7; 95% CI=2.1–10.1), generalized anxiety disorder (OR=3.5; 95% CI= 1.7–7.1), and major depression (OR=2.6; 95% CI=1.5–4.4). In addition, lifetime rates of panic disorder and most depressive disorders as well as comorbid depression and anxiety disorders were considerably increased among RLS patients compared with controls.
Conclusions: The results suggest that RLS patients are at increased risk of having specific anxiety and depressive disorders. Causal attributions of patients suggest that a considerable proportion of the excess morbidity for depression and panic disorder might be due to RLS symptomatology.
22
Harscoet, Vanessa. „Psychologie développementale de deux processus : l'inhibition comportementale et l'intentionnalité émotionnelle et leurs relations avec l'émergence des troubles anxieux dans l'enfance“. Thesis, Lille 3, 2017. http://www.theses.fr/2017LIL30049/document.
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Cette recherche porte sur la compréhension des processus cognitifs, émotionnels et comportementaux en jeu dans l’émergence du trouble d’anxiété sociale chez l’enfant, et sur l’interaction de ces processus dans son développement. Nous tenterons de décrire les mécanismes précoces de développement de ce trouble chez les enfants de 6 à 9 ans. Il est observé un déficit de compétences dans la reconnaissance des émotions du visage d’autrui chez les enfants anxieux. Ils reconnaitraient plus difficilement les émotions positives d’un visage, et seraient particulièrement sensibles aux émotions négatives. Certaines études ont ainsi parlé d’« un biais de perception négative » dans la reconnaissance des visages chez ces enfants. Nous essaierons de mesurer si dès six ans, il existe des différences dans leur capacité de jugement de l’intentionnalité émotionnelle de l’autre en fonction de leur niveau d’anxiété sociale, et d’analyser l’évolution de ce processus dans le temps. Des auteurs ont montré que les enfants chez qui l’on observe une attitude comportementale inhibée devant des stimuli sociaux nouveaux paraissent émotionnellement plus réactifs et plus susceptibles de développer un trouble anxieux. Ils ont indiqué qu’apparaissant dès le très jeune âge chez l’enfant, l’inhibition comportementale peut être un facteur de risque de développement d’un trouble d’anxiété sociale. Nous testerons l’hypothèse d’un processus d’inhibition comportementale accompagnant l’émergence et l’évolution du trouble d’anxiété sociale au cours de l’enfance, et nous essaierons de voir comment ce processus s’articule avec les phases de développement émotionnel de l’enfant. Lors de l’introduction du concept d’anxiété sociale, on s’est interrogé sur les spécificités culturelles de ce trouble qui est, par essence, lié aux normes sociales et relationnelles véhiculées par le groupe d’appartenance d’un individu. Nous proposons donc d’intégrer une dimension interculturelle à cette étude afin de tester l’universalité de ces processusPas de résumé disponible
23
Lodge, Daniel 1977. „Neuropeptides, anxiety and alcoholism“. Monash University, Dept. of Pharmacology, 2002. http://arrow.monash.edu.au/hdl/1959.1/7706.
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24
Rück, Christian. „Capsulotomy in anxiety disorders /“. Stockholm, 2006. http://diss.kib.ki.se/2006/91-7140-769-3/.
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25
Auyeung, Karen Wei. „Social anxiety and empathy“. Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43008.
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26
Hirsch, Colette. „Anxiety and cognitive schemata“. Thesis, University of Cambridge, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364211.
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27
Koksal, Falih. „A reconceptualization of anxiety“. Thesis, University of Stirling, 1987. http://hdl.handle.net/1893/21546.
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The aim of the thesis is three fold: a-To develop a new questionnaire that measures anxiety in terms of four components (feeling, cognitive, behavior and somatic). b-To investigate the relationship between feeling and cognition with regard to anxiety. c-To identify, with the application of Three Systems Theory, the most salient component of anxiety in each of the DSM-III anxiety disorder sub-classifications and to evaluate the validity of DSM-III anxiety disorder sub-classifications. a-In order to assess the level of anxiety, I have developed a new Four Systems Anxiety Questionnaire (FSAQ). FSAQ incorporates a feeling component along with the behavioral, somatic and cognitive components. A psychometric evaluation (reliability and validity levels) of the questionnaire was found to be satisfactory. b-Another aim is to reconsider one of the tenets of cognitive therapy that cognitive appraisals are the necessary preconditions for the emergence of feeling. Such a view assumes that feeling is merely an epiphenomenon of cognitive processes. This research establishes, however, that feeling and cognition appear to be relatively independent systems and that their modes of interaction are influenced by the personality structure of the individual. This conclusion was obtained by using the FSAQ on university students and various categories of anxiety patients. In particular, the research compared the scores on the feeling and cognitive components of both males and females, obsessive-compulsives and rest of the DSM-III anxiety patients. c- A further aim of the reseach was to examine the DSM-III anxiety disorders classification from the Three Systems Theory's point of view. The Three Systems Theory proposes that anxiety has three relatively independent components: cognitive, behavioral and somatic. In the various anxiety sub-classifications of DSM-III one or other of these three components dominates. The other purpose of my research was to consider each of the DSM-III anxiety disorders separately and to determine which of the three components plays the major role in the manifestation of the particular syndrome. In general, the results indicate that each anxiety disorder is indeed characterised by a different profile. An anticipated outcome of this research is that a clinician will be able to identify the main component of anxiety in a particular syndrome and hence select most appropriate treatment. The results of this study support DSM-III classification of anxiety disorders into two main categories of phobic and non-phobic (i.e. phobic and anxiety states).
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Wood, Jacqueline Nicola. „Inhibitory processing and anxiety“. Thesis, University of Cambridge, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621737.
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Garris, Bill R., und Bethany A. Novotny. „Major Field Test (Anxiety!)“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3144.
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Lewis-Holmes, Brenda. „Reducing Public Speaking Anxiety For Community College Students: The Effects of A Combination Anxiety Reduction Technique on Trait and State Anxiety“. Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30620.
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The effectiveness of a treatment for communication apprehension (CA) was examined in this study. Trait and state anxiety were examined by using community college students enrolled in four sections of a required basic speech communication course. The sample size consisted of 81 students, ranging in ages 17-82. Each student was asked to complete a trait anxiety measure (Personal Report of Communication Apprehension-24) during the second class meeting (pre-test) and again on the last day of class (post-test). For the state anxiety measure, students were asked to complete the Speaker Anxiety (SA) Scale immediately after delivering an informative speech at the end of the semester. Two classes served as the treatment group, receiving a 15-minute combination anxiety reduction technique and two classes served as the control group, receiving no treatment.
A significant interaction was found in physiological activation, an important direct manifestation of state anxiety commonly experienced as irregular heart beat, dry mouth, sweaty palms, and feelings of exhaustion. The findings showed that the students in the control group who spoke in the second week had higher anxieties than did the other students.
A dividend of this investigation was the result that supported frequent anecdotal reports from past speech students; namely, that at the conclusion of the basic speech course, students in this study reported a reduction in trait anxiety. Of the other comparisons made, race and maternal encouragement were shown as major influences for the trait of communication apprehension.
Future research should use larger samples of community college students and focus on state anxiety with trait anxiety as a monitor for stability. Treatments might also be expanded to weekly sessions during a major portion of one semester.Ph. D.
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Bennett, Susan Elizabeth. „Anxiety sensitivity as a confounding variable in the Social Phobia and Anxiety Inventory“. Click here for download, 2006. http://wwwlib.umi.com/cr/villanova/fullcit?p1432654.
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Viens, Marcel J. „Generalized anxiety and sleep-onset insomnia: Evaluation of treatment using anxiety management training“. Thesis, University of Ottawa (Canada), 1989. http://hdl.handle.net/10393/20931.
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Yngve, Adam. „Resilience against social anxiety : The role of social networks in social anxiety disorder“. Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-131140.
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Resilience refers to the capacity to quickly return to normal levels of functioning in the face of adversity. This capacity has previously been linked to social support. The purpose of this study was to investigate the role of social networks in the association between resilience and social anxiety in a clinical group with social anxiety disorder (n = 41) and a control group of university students (n = 40). The results showed that controls were significantly more resilient than the clinical group. Controls had significantly larger, more diverse and active social networks than the clinical group. Resilience was negatively associated with social anxiety in both groups. In the clinical group, there was a significant partial mediation effect of resilience on social anxiety through the size of the social network, a x b = –0.33, 95% CI [–0.718, –0.111]. Potential clinical applications of these results were discussed.
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El-Hag, Nagat F. „Attentional bias in anxiety : the role of state anxiety, gender, and coping style /“. The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488199501404579.
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Andersson, Ellen, und Tora Sjökvist. „Closing in on social anxiety : Investigating social anxiety, personality, affectivity, and social distance“. Thesis, Uppsala universitet, Institutionen för psykologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-397053.
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Gray, Marcus Andrew. „Models of human anxiety an investigation into the psychophysiological, neuropharmacological and behavioural facets of anxious experience /“. Swinburne Research Bank, 2009. http://hdl.handle.net/1959.3/47813.
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Thesis (PhD) - Swinburne University of Technology, Brain Sciences Institute, 2009.Submitted in total fulfilment of the requirements of the degree of Doctorate of Philosophy, Brain Sciences Institute, Swinburne University of Technology - 2009. Typescript. Includes bibliographical references.
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Gallop, Catherine. „The moderating effect of maternal anxiety on clinical outcome in children with anxiety disorders“. Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275187.
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Cumbo, Steven Kent. „Worry, anxiety and their relation in a clinical sample of children with anxiety disorders“. FIU Digital Commons, 1995. http://digitalcommons.fiu.edu/etd/2689.
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Worry is the hallmark feature of the anxiety disorders in children and adolescents. Little information, however, is available on childhood worry, and when worry may lead to functional impairment. The number, frequency, intensity, and areas of worry were examined in a clinic sample of children with anxiety disorders (n=59) using a structured data gathering procedure. Findings revealed that number of worry increased with age; severity decreased with age. An interaction between age and gender was also found. No differences were found for frequency or intensity. The most common areas of worry were School, Health, and Personal Harm. A link between worry and anxiety was also established as children with Overanxious Disorder (which is characterized by excessive worry) scored higher on all worry parameters relative to children with other types of anxiety disorders. The theoretical and clinical implication of these finding are discussed.
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Watts, Sarah. „Selective Attention and Childhood Anxiety: The Associations Among Attention, Memory, Interpretive Biases and Anxiety“. ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/324.
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This paper examined the links between selective attention, memory bias, interpretive bias, and anxiety problems in a community sample of 81 children (38 females) aged 9-17 years. Cognitive biases were assessed using a word and picture Dot Probe Discrimination task to assess selective attention, a memory task to assess a memory bias, and the CNCEQ to assess interpretive bias. Childhood anxiety was assessed using the parent and child versions of the RCMAS and RCADS. Significant associations were found between the three cognitive biases and childhood anxiety problems. In addition, selective attention was found to be associated with the selective abstraction subscale of the CNCEQ. The results did not support the mediation of selective attention and interpretive bias by memory bias. Finally, the results supported a cognitive model that posited that interpretive bias may be predictive of childhood anxiety problems beyond what is predicted by selective attention and memory bias.
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Carrillo, Cindy. „Anxiety in the Workplace: A Study of Different Anxiety Relief Methods for Hotel Employees“. Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703313/.
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There is a lack of anxiety relief methods used in the hospitality workplace. This study examines the effectiveness of two forms of anxiety relief through four different methods. The data collection took place in classroom environments at the University of North Texas and the University of New Orleans, both of which are located in southern USA. The independent variables are the recovery method, the mediator variables are restorativeness and emotional improvement, and the dependent variables are negative job affects, positive job affects, turnover intention, and job commitment. Professors were asked for some time during their lecture to conduct the experiment in a classroom environment during the students' class time. Eight classes were visited, with each class being exposed to a designated anxiety relief method. The anxiety relief methods consisted of using a virtual reality headset with sound, virtual reality headset without sound, nature pictures with sound, and nature pictures without sound. Results of 206 usable surveys indicated virtual reality recovery method evoked higher levels of restorativeness than picture recovery method. Restorativeness partially mediated the effects of positive job affects and job commitment. lastly, emotional improvement partially mediated the effects of negative job affects, positive job affects, and turnover intention.
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Taylor, Bernard Wayne. „A Study of Anxiety Reducing Teaching Methods and Computer Anxiety among Community College Students“. Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc277692/.
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The purpose of this study was to evaluate the relationship between anxiety reducing teaching methods and computer anxiety levels and learning gain of students in a college level introductory computer course. Areas examined were the computer anxiety levels of students categorized by selected demographic variables, the learning gain of students categorized by selected demographic variables, and anxiety levels and learning gain of students after completion of the course. Data for the investigation were collected via the Standardized Test of Computer Literacy (STCL) and the Computer Opinion Survey (CAIN), developed by Michael Simonson et al. at Iowa State University. The nonequivalent pretest/posttest control group design was used. The statistical procedure was the t test for independent groups, with the level of significance set at the .05 level. The data analysis was accomplished using the StatPac Gold statistical analysis package for the microcomputer. Based upon the analysis of the data, both hypotheses of the study were rejected. Research hypothesis number one was that students in a class using computer anxiety reducing teaching methods would show a greater reduction in computer anxiety levels than students in a traditional class. Hypothesis number two was that students in a class using computer anxiety reducing methods would show a greater learning gain than students in a traditional class. This research revealed that there was no statistically significant difference in the computer anxiety levels or the learning gain of students between the control group and the experimental group.
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Manley, Shannon Marie. „Parental Overprotection and Child Anxiety Symptoms: The Mediating Role of Perceived Control of Anxiety“. University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo151324581680924.
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Woodie, Karen L. „Childhood anxiety how schools identify, assess, provide resources to and refer students with anxiety /“. Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009woodiek.pdf.
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Delgado, Erica Leigh. „The Influence of Client General Anxiety and Attachment Anxiety onAlliance Development in Couple Therapy“. BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5962.
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This study examined the intake levels of client general anxiety and attachment anxiety andthe relationship of these levels to changes in therapy alliance across the first four couple therapysessions. Participants were 165 couples in a treatment-as-usual setting. Dyadic growth curvemodeling was used to determine whether couple ratings of therapeutic alliance changed overtime and explored the influence of general anxiety and attachment anxiety on therapeutic alliancedevelopment. Results showed that the alliance increased over the first four therapy sessions.Additionally, female alliance ratings across time were positively associated with female generalanxiety and negatively associated with male attachment anxiety. Results also showed that maleattachment anxiety was negatively associated with male alliance ratings across time.
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Chandler, LeAnn. „Gender difference and test anxiety“. Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=631.
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Tanner, Rachael Jane. „Dysfunctional beliefs in social anxiety“. Thesis, University of Southampton, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288411.
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McInerney, Valentina, University of Western Sydney und Faculty of Arts and Social Sciences. „Computer anxiety : assessment and treatment“. THESIS_FARSS_XXX_McInerney_V.xml, 1997. http://handle.uws.edu.au:8081/1959.7/519.
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This thesis represents the results of studies designed to investigate computer anxiety among adult learners. The existence, nature and degree of computer anxiety were investigated with a sample of teacher trainees undertaking an introductory computer training course, and the impact of this course on the anxiety and cognitions of the students were studied. Another study focussed on the evaluation of the measure of computer anxiety used in this study with a view to the design of a new computer anxiety treatment. Results showed that computer anxiety is not necessarily dissipated by completing a computer course, and is correlated with gender, computer ownership and previous computer experience. A number of faculties with different student populations were studied, and computer anxiety was high within each. Interviews with computing course coordinators indicated a range of approaches to instructional design, beliefs about the extent and causes of computer anxiety, and ways of alleviating it. Two approaches derived from these interviews formed the basis of the design of this study, with instructional methods as the treatments and levels of computer anxiety and negative cognitions as the aptitudes. The sample comprised two, with the first group receiving traditional instruction while the second group received direct instruction plus metacognitive strategy training in self-questioning within a cooperative learning context. Achievement was significantly enhanced in the second group, and it was felt that metacognitive training was effective as a means of enhancing achievement and positive cognitions.Doctor of Philosophy (PhD)
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Kocovski, Nancy L. „Self-regulation and social anxiety“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0004/MQ33491.pdf.
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McInerney, V. „Computer anxiety : assessment and treatment /“. Milperra, N.S.W. : [University of Western Sydney, Macarthur, Faculty of Education and Languages], 1997. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030624.100303/index.html.
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Brenndörfer, Julia. „On the trail of anxiety“. Diss., Ludwig-Maximilians-Universität München, 2013. http://nbn-resolving.de/urn:nbn:de:bvb:19-158408.
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With the advances in genome wide screening arrays and sequencing techniques scientists were enabled to examine genetic variations and their effects on behavioral phenotypes. While single nucleotide polymorphisms (SNPs) are the most widely studied form of genomic variations to date, another type of variants has become increasingly important in recent research, the copy number variants (CNVs). These large segments of DNA that can comprise up to several megabasepairs and differ in copy number with respect to a reference genome have been associated with several disorders and behavioral phenotypes before.
This study investigated the influence of CNVs on anxiety related behavior. The detection of these variants turned out to be a major challenge since all methods available are biased by limitations of the design of the approach and the subsequent computational analyses. Therefore, three different techniques (next generation sequencing and two distinct whole genome genotyping arrays) were employed to identify CNVs in a CD 1 derived mouse model consisting of two mouse strains showing high (HAB) and low (LAB) anxiety related behavior, respectively. By comparing CNVs in HAB vs. LAB mice with expression data of four distinct brain regions of high relevance to the limbic system (central and basolateral amygdala, cingulate cortex and the hypothalamic paraventricular nucleus), it was shown that CNVs can influence the expression of protein coding genes by the alteration of the genes’ copy number per se. Therefore, the genes mapping into regions where CNVs were detected in HAB vs. LAB mice (by all three detection methods) were suggested to be possible effectors of anxiety related behavior. Amongst these candidate genes those were considered to be the most interesting ones that were additionally found to map into regions of CNVs associated with anxiety related behavior in CD 1 mice. CNVs in these mice were detected by means of a whole genome genotyping array and subsequent processing of the raw data with a novel computational approach that was adapted from existing analysis methods.
Furthermore, to test the effect of a specific CNV on anxiety related behavior in vivo, a breeding approach was used to generate animals with a full genetic background of HAB mice except for one LAB derived locus harboring a CNV that included the Glo1 gene. No direct effect on the phenotype could be observed, however, the respective CNV might be involved in the manipulation of anxiety related behavior taken into account the interaction with other factors.
Taken together, this study provides not only a comprehensive catalogue of CNVs in HAB/LAB mice but also the evidence that these variants can influence anxiety related behavior. Furthermore, it gives a first insight into the functionality of CNVs with respect to anxiety related behavior. Therefore, this thesis provides a profound basis for multiple advanced studies.