Turning the knots in your stomach into bows: Reappraising arousal improves performance on the GRE

Cited by (376)

Items 101–200 of 376

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4. Affect Regulation During Learning: The Enhancing Effect of Cognitive Reappraisal
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5. The effects of exercise on transdiagnostic treatment targets: A meta-analytic review
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6. Adaptive Appraisals of Anxiety Moderate the Association between Cortisol Reactivity and Performance in Salary Negotiations
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7. Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience
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8. Modeling the mindfulness‐to‐meaning theory's mindful reappraisal hypothesis: Replication with longitudinal data from a randomized controlled study
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11. Context Matters in the Effectiveness of Emotion Regulation Strategies
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12. The eyes have it: The role of attention in cognitive reappraisal of social stimuli
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13. Trait Resilience Fosters Adaptive Coping When Control Opportunities are High: Implications for the Motivating Potential of Active Work
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14. How mathematics anxiety affects students' inflexible perseverance in mathematics problem‐solving: Examining the mediating role of cognitive reflection
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15. The Association Between Emotion Regulation, Physiological Arousal, and Performance in Math Anxiety
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16. Neural evidence for cognitive reappraisal as a strategy to alleviate the effects of math anxiety
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17. Assessment of Psychophysiological Response and Specific Fine Motor Skills in Combat Units
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18. On Being Told How We Feel: How Algorithmic Sensor Feedback Influences Emotion Perception
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19. Cytokine responses and math performance: The role of stereotype threat and anxiety reappraisals
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20. Stigma, Social Identity Threat, and Health
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21. Physiological indices of challenge and threat: A data‐driven investigation of autonomic nervous system reactivity during an active coping stressor task
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22. Stereotype Threat Among Girls
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23. Exploring Emotion Regulation and Perceived Control as Antecedents of Anxiety and Its Consequences During Covid-19 Full Remote Learning
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24. Reframing Time Spent Alone: Reappraisal Buffers the Emotional Effects of Isolation
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25. Re-conceptualizing stress: Shifting views on the consequences of stress and its effects on stress reactivity
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26. Athletes’ affective profiles within competition situations: A two-wave study.
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27. Profiles of emotional and motivational self-regulation following errors: Associations with learning
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28. The productive role of cognitive reappraisal in regulating affect during game-based learning
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29. An examination of gender differences in spatial skills and math attitudes in relation to mathematics success: A bio-psycho-social model
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30. Linking executive function skills and physiological challenge response: Piecewise growth curve modeling
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31. “If stress is good for me, it's probably good for you too”: Stress mindset and judgment of others' strain
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32. Data versus Spock: lay theories about whether emotion helps or hinders
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33. How does yoga reduce stress? Embodied cognition and emotion highlight the influence of the musculoskeletal system
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34. Stress-related psychopathology during the COVID-19 pandemic
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35. Motivation interventions in education: Bridging theory, research, and practice.
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36. Deep rest: An integrative model of how contemplative practices combat stress and enhance the body’s restorative capacity.
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37. Stereotype Threat in School and at Work
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38. Assessing the First Two Years’ Effectiveness of Statway®
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39. The Relationship between Rumination and Affective, Cognitive, and Physiological Responses to Stress in Adolescents
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40. Distracted by the Unthought – Suppression and Reappraisal of Mind Wandering under Stereotype Threat
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41. Accurate and Informative for All: Universal Design for Learning (UDL) and the Future of Assessment
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42. Deep-Breathing Biofeedback Trainability in a Virtual-Reality Action Game: A Single-Case Design Study With Police Trainers
    Abele Michela, Jacobien M. van Peer, Jan C. Brammer, Anique Nies, Marieke M. J. W. van Rooij, Robert Oostenveld, Wendy Dorrestijn, Annika S. Smit, Karin Roelofs A, Floris Klumpers et al. · 2022 · Frontiers in Psychology
43. Math Anxiety Is Related to Math Difficulties and Composed of Emotion Regulation and Anxiety Predisposition: A Network Analysis Study
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44. Reappraisal and mindset interventions on pressurised esport performance
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45. Psychological affordances help explain where a self-transcendent purpose intervention improves performance.
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46. The predictive effect of trait emotional intelligence on emotion regulation strategies: The mediating role of negative emotion intensity
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47. No Doubt About It: When Doubtful Role Models Undermine Men's and Women's Math Performance Under Threat
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48. Expectations influence how emotions shape behavior.
    Maya Tamir, Yochanan Bigman · 2017 · Emotion
49. Effectiveness of stress arousal reappraisal and stress-is-enhancing mindset interventions on task performance outcomes: a meta-analysis of randomized controlled trials
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50. The effect of brief anxiety interventions on reported anxiety and math test performance
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51. ‘Speaking Truth’ Protects Underrepresented Minorities’ Intellectual Performance and Safety in STEM
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52. Regulate yourself: Emotion regulation and protective behavioral strategies in substance use behaviors
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53. Relationships between coach's leadership, group cohesion, affective states, sport satisfaction and goal attainment in competitive settings
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54. Health mindsets as a predictor of physical activity and body mass index in American Indian college students
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55. Validation of an Emotion Regulation Training Program on Mental Well-Being
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56. The Effects of Stress Beliefs on Daily Affective Stress Responses
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57. How are maths-anxious students identified and what are the key predictors of maths anxiety? Insights gained from PISA results for Korean adolescents
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58. Interoceptive beliefs moderate the link between physiological and emotional arousal during an acute stressor.
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59. Observer Effects without Demand Characteristics: An Inductive Investigation of Video Monitoring and Performance
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60. Experiential learning as preparation for leadership
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61. Metacognitive Confidence Can Increase but Also Decrease Performance in Academic Settings
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62. Anti‐Immigrant Propaganda by Radical Right Parties and the Intellectual Performance of Adolescents
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63. Regulación emocional y habilidades académicas: relación en niños de 9 a 11 años de edad
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64. Under threat but engaged: Stereotype threat leads women to engage with female but not male partners in math
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65. Analysis of multimodal physiological signals within and between individuals to predict psychological challenge vs. threat
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66. Lay Theories About Whether Emotion Helps or Hinders: Assessment and Effects on Emotional Acceptance and Recovery From Distress
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67. Instructed reappraisal and cardiovascular habituation to recurrent stress
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68. Emotion Regulation as Predictor of Academic Performance in University Students
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69. Reframing the Individual Stress Response: Balancing our Knowledge of Stress to Improve Responsivity to Stressors.
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70. The Embodied Theory of Stress: A Constructionist Perspective on the Experience of Stress
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71. Stress reappraisal during a mathematics competition: testing effects on cardiovascular approach-oriented states and exploring the moderating role of gender
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72. Intervening on impostor phenomenon: prospective evaluation of a workshop for health science students using a mixed-method design
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73. Sympathy for the devil? The physiological and psychological effects of being an agent (and target) of dissent during intragroup conflict
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74. Academic anxieties: which type contributes the most to low achievement in methodological courses?
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75. Relationships between perceived coach leadership and athletes’ affective states experienced during competition
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76. Does anxiety explain why math-anxious people underperform in math?
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77. Emotion Concept Development from Childhood to Adulthood
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78. Addressing educational inequalities and promoting learning through studies of stress physiology in elementary school students
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79. Distressed to Distracted: Examining Undergraduate Learning and Stress Regulation During the COVID-19 Pandemic
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82. Temporal ordering of affective states and coping within a naturalistic achievement-related demanding situation.
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83. Negative Mental States and Their Association to the Cognitive Function of Nurses
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84. The Effects of Two Mindset Interventions on Low-Income Students’ Academic and Psychological Outcomes
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88. The Intersection of Goals to Experience and Express Emotion
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89. Psychometric Properties of the Stress Mindset Measure (SMM) in a Greek Sample.
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90. Antecedents and Consequences of Emotion Regulation in STEM Degree Programs
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92. From threat to challenge—Improving medical students’ stress response and communication skills performance through the combination of stress arousal reappraisal and preparatory worked example-based learning when breaking bad news to simulated patients: study protocol for a randomized controlled trial
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93. Functional connectivity predicts the dispositional use of expressive suppression but not cognitive reappraisal
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94. Positive cognitive reappraisal flexibility is associated with lower levels of perceived stress
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97. Practical Measurement and Productive Persistence: Strategies for Using Digital Learning System Data to Drive Improvement
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98. Worrying Thoughts Limit Working Memory Capacity in Math Anxiety
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100. Using a Mixed Methods Approach to Study the Relationship Between Mathematics Anxiety, Mathematics Teacher Efficacy, and Mathematics Teaching Anxiety in Preservice Elementary School Teachers in Ontario
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