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Turning the knots in your stomach into bows: Reappraising arousal improves performance on the GRE
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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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“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
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“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
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“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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Jamieson, J. P., Mendes, W. B., & Nock, M. K. (2013) · Current Directions in Psychological Science · doi:10.1177/0963721412461500 · Cited by 273
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“In one study, Graduate Record Examination (GRE) performance was examined (Jamieson et al., 2010).”
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“…received a message that read that recent research had suggested that arousal does not hurt performance on tests, so people feeling anxious should not be concerned, given that this arousal could be helping them to perform well) and a control group (which received no message; Jamieson et al., 2010).”
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“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,…”
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“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).”
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“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 101
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 88
“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 95
“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 114
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 114
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
“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
“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 103
Jentsch, V. L., & Wolf, O. T. (2020) · Biological Psychology · doi:10.1016/j.biopsycho.2020.107893 · Cited by 90
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 89
Dolcos, S., & Albarracin, D. (2014) · European Journal of Social Psychology · doi:10.1002/ejsp.2048 · Cited by 79
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
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
“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
Mendes, W. B. (2010) · Emotion Review · doi:10.1177/1754073910364149 · Cited by 70
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
“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 91
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 77
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 82
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 73
“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 82
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
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 71
‘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 65
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 75
“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).”
Metadata
- 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 › Developmental and Educational 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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