Turning the knots in your stomach into bows: reappraising arousal improves performance on the GRE
Open accessAbstract
This research examined the benefits of interpreting physiological arousal as a challenge response on practice and actual Graduate Record Examination (GRE) scores. Participants who were preparing to take the GRE reported to the laboratory for a practice GRE study. Participants assigned to a reappraisal condition were told arousal improves performance, whereas control participants were not given this information. We collected saliva samples at baseline and after the appraisal manipulation, which were then assayed for salivary alpha amylase (sAA), a measure of sympathetic nervous system activation. Reappraisal participants exhibited a significant increase in sAA and outperformed controls on the GRE-math section. One to three months later, participants returned to the lab and provided their score reports from their actual GRE. Again, reappraisal participants scored higher than controls on the GRE-math section. These findings illuminate the powerful influence appraisal has on physiology and performance both in and out of the laboratory.
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Reappraisal participants, compared to control, earned higher GRE exam scores when they took the actual test in the following months.
“Furthermore, the reappraisal participants, compared to control, earned higher GRE exam scores when they took the actual test in the following months (Jamieson et al., 2010).”
From More than a feeling: A unified view of stress measurement for population science (2018) · cites this paper as Jamieson et al., 2010
The Results (Post GRE lab visit; page not provided) report that reappraisal participants scored significantly higher than controls on the math section of the actual GRE, taken one to three months after the lab session. The claim does not specify math scores; the paper reports no effect on verbal performance. (LLM, conf=0.86)
Experimental — accuracy not yet measuredThe greater the SNS increase, the better the math performance.
“Indeed, consistent with the challenge and threat framework, the greater the SNS increase the better the math performance (see also Dienstbier, 1989, for additional examples).”
From More than a feeling: A unified view of stress measurement for population science (2018) · cites this paper as Jamieson et al., 2010
The Practice Test Results report that greater SNS-related sAA increases were associated with better math performance among participants assigned to reappraisal. The claim omits that condition: the same section reports no association between sAA and performance in controls. Page numbers are not provided in our copy. (LLM, conf=0.87)
Experimental — accuracy not yet measuredIn some contexts, SNS activation is greater in challenge than threat states, consistent with Dienstbier's idea of physiological toughness.
“Furthermore, in some contexts, SNS activation is greater in challenge than threat states, consistent with Dienstbier’s idea of physiological toughness, which suggests that larger increases in SNS activation to novel situations is related to effective coping and better performance (see also Jamieson et al., 2010).”
From More than a feeling: A unified view of stress measurement for population science (2018) · cites this paper as Jamieson et al., 2010
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“…to suggest that two strategies can effectively reduce anxious arousal: expressive writing (Pennebaker, 1997; Ramirez & Beilock, 2011) and emotional reappraisal (Crum, Salovey, & Achor, 2013; Gross, 2002; Hofmann, Heering, Sawyer, & Asnaani, 2009; Jamieson, Mendes, Blackstock, & Schmader, 2010).”
RetractedBubbling with Excitement: An Experiment
Andrade, E. B., Terrance Odean, B., & Lin, S. (2015) · European Finance Review · doi:10.1093/rof/rfv016 · Cited by 121 · see citing works
Hagger, M., Keech, J. J., & Hamilton, K. (2020) · Stress and Health · doi:10.1002/smi.2969 · Cited by 92 · see citing works
“They are based on strong theory (Crum et al., 2020; Jamieson et al., 2013; Keech et al., 2018) and an evidence base developed from basic principles and in laboratory‐based research to demonstrate proof‐of‐concept (Crum et al., 2013; Jamieson et al., 2010, 2013).”
BackgroundApplying Resilience Promotion Training Among Special Forces Police Officers
Andersen, J. P., Papazoglou, K. O., Koskelainen, M., Nyman, M., Gustafsberg, H., & Arnetz, B. B. (2015) · SAGE Open · doi:10.1177/2158244015590446 · Cited by 113 · see citing works
Confidence Mediates the Sex Difference in Mental Rotation Performance
Estes, Z., & Felker, S. (2011) · Archives of Sexual Behavior · doi:10.1007/s10508-011-9875-5 · Cited by 113 · see citing works
Capitalizing on Appraisal Processes to Improve Affective Responses to Social Stress
Jamieson, J. P., Hangen, E. J., Lee, H. Y., & Yeager, D. S. (2018) · Emotion Review · doi:10.1177/1754073917693085 · Cited by 111 · see citing works
“Recent studies provide initial support for the idea that affective responses to stress can be improved by manipulating appraisals (e.g., Beltzer, Nock, Peters, & Jamieson, 2014; Jamieson et al., 2010; Jamieson, Mendes, & Nock, 2013; Jamieson, Nock, & Mendes, 2012, 2013; John-Henderson, Rheinschmidt, & Mendoza-Denton,…”
BackgroundMethodResultInfluentialSelf-citationMier, H. I. V., Schleepen, T. M. J., & van den Berg, F. C. G. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.02690 · Cited by 105 · see citing works
“Interventions to reappraise upcoming math tasks and perceive them as a challenge instead of a threat have been shown to be effective (Jamieson et al., 2010; Mattarella-Micke et al., 2011).”
BackgroundAddressing Stereotype Threat is Critical to Diversity and Inclusion in Organizational Psychology
Casad, B. J., & Bryant, W. J. (2016) · Frontiers in Psychology · doi:10.3389/fpsyg.2016.00008 · Cited by 108 · see citing works
Reading Anxiety: An Early Affective Impediment to Children’s Success in Reading
Ramirez, G., Fries, L., Gunderson, E. A., Schaeffer, M. W., Maloney, E. A., Beilock, S. L., & Levine, S. C. (2018) · Journal of Cognition and Development · doi:10.1080/15248372.2018.1526175 · Cited by 109 · see citing works
Math anxiety and math achievement: The effects of emotional and math strategy training
Passolunghi, M. C., Vita, C. D., & Pellizzoni, S. (2020) · Developmental Science · doi:10.1111/desc.12964 · Cited by 102 · see citing works
Stress-Activity Mapping: Physiological Responses During General Duty Police Encounters
Baldwin, S., Bennell, C., Andersen, J. P., Semple, T., & Jenkins, B. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02216 · Cited by 107 · see citing works
Busso, D. S., McLaughlin, K. A., & Sheridan, M. A. (2014) · Depression and Anxiety · doi:10.1002/da.22282 · Cited by 95 · see citing works
“Consistent with previous studies using the TSST,[44,45] we calculated sympathetic and parasympathetic reactivity to the TSST by subtracting RSA/PEP measured when participants first began the task (first minute of Baseline) from RSA/PEP measured during the speech portion of the test (first minute of Speech), as this wa…”
MethodInfluentialNook, E. C., Stavish, C. M., Sasse, S. F., Lambert, H. K., Mair, P., McLaughlin, K. A., & Somerville, L. H. (2019) · Emotion · doi:10.1037/emo0000609 · Cited by 93 · see citing works
The Impact of Acute Stress Physiology on Skilled Motor Performance: Implications for Policing
Andérson, G. S., Nota, P. M. D., Metz, G. A. S., & Andersen, J. P. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02501 · Cited by 97 · see citing works
Liu, J. J. W., Ein, N., Gervasio, J., & Vickers, K. (2019) · PLoS ONE · doi:10.1371/journal.pone.0212854 · Cited by 90 · see citing works
Improving working memory efficiency by reframing metacognitive interpretation of task difficulty.
Autin, F., & Croizet, J. (2012) · Journal of Experimental Psychology General · doi:10.1037/a0027478 · Cited by 87 · see citing works
Harley, J. M., Jarrell, A., & Lajoie, S. P. (2019) · Instructional Science · doi:10.1007/s11251-018-09480-z · Cited by 79 · see citing works
Obradović, J. (2016) · Child Development Perspectives · doi:10.1111/cdep.12164 · Cited by 84 · see citing works
“and performance on cognitive tests in college students (32).”
BackgroundWeerdmeester, J., van Rooij, M. M. J. W., Engels, R. C. M. E., & Granic, I. (2020) · Journal of Medical Internet Research · doi:10.2196/14958 · Cited by 88 · see citing works
Changing the Conceptualization of Stress in Social Anxiety Disorder
Jamieson, J. P., Nock, M. K., & Mendes, W. B. (2013) · Clinical Psychological Science · doi:10.1177/2167702613482119 · Cited by 79 · see citing works
“In previous research, participants who reframed arousal as an adaptive coping strategy during acute stress exhibited improved physiological and cognitive outcomes (Jamieson et al., 2010; Jamieson et al., 2012).”
BackgroundSelf-citationDvořáková, K., Greenberg, M. T., & Roeser, R. W. (2018) · Stress and Health · doi:10.1002/smi.2850 · Cited by 86 · see citing works
“For example, during examinations, students experience contradictory appraisals, emotions, and motivations reflecting the dynamic and multifaceted process of appraisal and coping (Folkman & Lazarus, 1985; Jamieson et al., 2010).”
BackgroundSzczygieł, M. (2020) · Social Psychology of Education · doi:10.1007/s11218-020-09570-2 · Cited by 71 · see citing works
Mathematics anxiety—where are we and where shall we go?
Cipora, K., Santos, F. H., Kucian, K., & Dowker, A. (2022) · Annals of the New York Academy of Sciences · doi:10.1111/nyas.14770 · Cited by 81 · see citing works
Mathematics Anxiety and Its Development in the Course of Formal Schooling—A Review
Eden, C., Heine, A., & Jacobs, A. M. (2013) · Psychology · doi:10.4236/psych.2013.46a2005 · Cited by 80 · see citing works
“Krinzinger et al., 2009; Ramirez et al., in press). That is, anxiety levels and achievement scores do not necessarily show negative correlations at that age. Trying to reconcile such contradictory findings for younger as compared to older students some authors have challenged their own designs (Krinzinger et al., 2009…”
BackgroundResultInfluentialSuccessful performance and cardiovascular markers of challenge and threat: A meta-analysis
Behnke, M., & Kaczmarek, L. D. (2018) · International Journal of Psychophysiology · doi:10.1016/j.ijpsycho.2018.04.007 · Cited by 79 · see citing works
“For instance, theorists have argued for specific CV (Blascovich, 2008), hormonal (Jamieson et al., 2010), and behavioral (Jones et al.”
BackgroundAldrup, K., Klusmann, U., & Lüdtke, O. (2019) · Journal of Educational Psychology · doi:10.1037/edu0000398 · Cited by 78 · see citing works
Jentsch, V. L., & Wolf, O. T. (2020) · Biological Psychology · doi:10.1016/j.biopsycho.2020.107893 · Cited by 77 · see citing works
Emotion Malleability Beliefs Influence the Spontaneous Regulation of Social Anxiety
Kneeland, E. T., Nolen–Hoeksema, S., Dovidio, J. F., & Gruber, J. (2016) · Cognitive Therapy and Research · doi:10.1007/s10608-016-9765-1 · Cited by 77 · see citing works
Dolcos, S., & Albarracin, D. (2014) · European Journal of Social Psychology · doi:10.1002/ejsp.2048 · Cited by 79 · see citing works
Reappraising Threat: How to Optimize Performance Under Pressure
Moore, L. J., Vine, S. J., Wilson, M., & Freeman, P. B. (2015) · Journal of Sport and Exercise Psychology · doi:10.1123/jsep.2014-0186 · Cited by 75 · see citing works
Cognitive reappraisal increases neuroendocrine reactivity to acute social stress and physical pain
Denson, T. F., Creswell, J. D., Terides, M. D., & Blundell, K. A. (2014) · Psychoneuroendocrinology · doi:10.1016/j.psyneuen.2014.07.003 · Cited by 74 · see citing works
“Given the emerging research showing that reappraisal increases sympathetic nervous system arousal (Jamieson et al., 2010), we also predicted that reappraisal would increase heart rate responses to the stressors.”
BackgroundResultFrom sad to happy to happier: Emotion regulation strategies used during a vacation
Gao, J., & Kerstetter, D. L. (2017) · Annals of Tourism Research · doi:10.1016/j.annals.2017.12.004 · Cited by 76 · see citing works
Mendes, W. B. (2010) · Emotion Review · doi:10.1177/1754073910364149 · Cited by 70 · see citing works
Self-citationCan Test Anxiety Interventions Alleviate a Gender Gap in an Undergraduate STEM Course?
Harris, R. B., Grunspan, D. Z., Pelch, M. A., Fernandes, G., Ramirez, G., & Freeman, S. (2019) · CBE—Life Sciences Education · doi:10.1187/cbe.18-05-0083 · Cited by 71 · see citing works
“Research has found that students who engage in emotional reappraisal perform better on challenging in-lab tests, course exams, and high-stakes standardized exams like the Graduate Record Examination (Jamieson et al. 2010, 2012, 2016).”
The role of emotions in esports performance.
Behnke, M., Gross, J. J., & Kaczmarek, L. D. (2020) · Emotion · doi:10.1037/emo0000903 · Cited by 70 · see citing works
Stress, Mindsets, and Success in Navy SEALs Special Warfare Training
Smith, E. N., Young, M. D., & Crum, A. J. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02962 · Cited by 69 · see citing works
Cognitive Behavioral Model of Test Anxiety in a High-Stakes Context: An Exploratory Study
Segool, N. K., von der Embse, N. P., Mata, A. D., & Gallant, J. (2013) · School Mental Health · doi:10.1007/s12310-013-9111-7 · Cited by 68 · see citing works
Neurobiological Concomitants of Motivational States
Mendes, W. B., & Park, J. (2014) · Advances in motivation science · doi:10.1016/bs.adms.2014.09.001 · Cited by 69 · see citing works
“information (control) condition (Jamieson et al., 2010).”
Self-citationLevine, S. C., & Pantoja, N. (2021) · Developmental Review · doi:10.1016/j.dr.2021.100997 · Cited by 71 · see citing works
When you see it coming: Stressor anticipation modulates stress effects on negative affect.
Neubauer, A. B., Smyth, J. M., & Sliwinski, M. J. (2018) · Emotion · doi:10.1037/emo0000381 · Cited by 71 · see citing works
Biological Sensitivity to Family Income: Differential Effects on Early Executive Functioning
Obradović, J., Portilla, X. A., & Ballard, P. J. (2015) · Child Development · doi:10.1111/cdev.12475 · Cited by 63 · see citing works
‘Be prepared’: An implemental mindset for alleviating social‐identity threat
Dennehy, T. C., Ben-Zeev, A., & Tanigawa, N. (2014) · British Journal of Social Psychology · doi:10.1111/bjso.12071 · Cited by 62 · see citing works
Using wise interventions to motivate deliberate practice.
Eskreis-Winkler, L., Shulman, E. P., Young, V., Tsukayama, E., Brunwasser, S. M., & Duckworth, A. L. (2016) · Journal of Personality and Social Psychology · doi:10.1037/pspp0000074 · Cited by 63 · see citing works
“Likewise, undergraduates taught to reappraise the anxiety experienced during high-stakes exams as a good sign scored higher on the Graduate Record Examination (GRE) several months later (Jamieson et al., 2010).”
- Authors
- Jamieson, J. P., Mendes, W. B., Blackstock, E., & Schmader, T.
- Affiliations
- Harvard University (US)
- University of British Columbia (CA)
- Corresponding author
- Mendes, Wendy Berry
- Venue
- Journal of Experimental Social Psychology
- Publisher
- Elsevier BV
- Published
- 2010-01
- Volume
- 46
- Issue
- 1
- Pages
- 208-212
- ISSN
- 0022-1031 (ISSN-L)
- PMC
- PMC2790291
- OpenAlex
- W2120001707
- Cited by
- 376
- References
- 22
- Citations by year
- 2026: 21 · 2025: 19 · 2024: 25 · 2023: 27 · 2022: 21 · 2021: 30 · 2020: 32 · 2019: 33 · 2018: 26 · 2017: 36 · 2016: 25 · 2015: 18 · 2014: 25 · 2013: 18 · 2012: 9
- FWCI
- 2.55
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Journal of Experimental Social Psychology (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Digital Access to Scholarship at Harvard (DASH) (Harvard University) (submittedVersion, cc-by)
- Funders
- National Heart, Lung, and Blood Institute (R01HL079383)
- National Institute of Mental Health (R01MH071749)
- Topics
- Life Sciences › Neuroscience › Behavioral Neuroscience › Stress Responses and Cortisol
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Sport Psychology and Performance
- Keywords
- cognitive reappraisal, physiological arousal, challenge-response, gradient echo, test performance, salivary amylase, sympathetic activation, test anxiety, mathematics scores
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