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Get excited: Reappraising pre-performance anxiety as excitement.
Abstract
Individuals often feel anxious in anticipation of tasks such as speaking in public or meeting with a boss. I find that an overwhelming majority of people believe trying to calm down is the best way to cope with pre-performance anxiety. However, across several studies involving karaoke singing, public speaking, and math performance, I investigate an alternative strategy: reappraising anxiety as excitement. Compared with those who attempt to calm down, individuals who reappraise their anxious arousal as excitement feel more excited and perform better. Individuals can reappraise anxiety as excitement using minimal strategies such as self-talk (e.g., saying "I am excited" out loud) or simple messages (e.g., "get excited"), which lead them to feel more excited, adopt an opportunity mind-set (as opposed to a threat mind-set), and improve their subsequent performance. These findings suggest the importance of arousal congruency during the emotional reappraisal process.
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“Attempts to control or suppress thoughts and feelings may reinforce the notion that physiological symptoms are something negative, to be eliminated (Brooks, 2014).”
From Examining a Group Acceptance and Commitment Therapy Intervention for Music Performance Anxiety in Student Vocalists (2020) · cites this paper as Brooks, 2014
In the citing paper
“Unfortunately, attempts to control or suppress thoughts and feelings can paradoxically increase the experience of those thoughts and feelings (Eifert and Forsyth, 2005; Brooks, 2014).”
From Examining a Group Acceptance and Commitment Therapy Intervention for Music Performance Anxiety in Student Vocalists (2020) · cites this paper as Brooks, 2014
In the citing paper
“Indeed, individuals who reappraise anxiety as excitement demonstrate improved performance (Brooks, 2014).”
From Examining a Group Acceptance and Commitment Therapy Intervention for Music Performance Anxiety in Student Vocalists (2020) · cites this paper as Brooks, 2014
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“…promoting better coping and performance, and have been shown to be effective in reducing acute stress responses and improved performance in contexts such as work and academic performance (A. W. Brooks, 2014; Jamieson et al., 2010, 2013, 2016; Jones, Hanton, & Swain, 1994; Liu et al., 2017, 2019).”
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“Questions from these sources (e.g., Good, Aronson, & Harder, 2008; Schmader & Johns, 2003) and others (e.g., Brooks, 2014) have been used in prior research examining the effects of expectations or mindsets on math performance under time pressure.”
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“For example, Brooks (2014) found that individuals can easily reappraise the arousal associated with pre-performance anxiety as the closely-related positive emotion, excitement.”
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“Brooks (2014) demonstrated that excitement can be derived from anxiety.”
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“…parsimonious explanation for problems such as how to differentiate emotion categories such as excitement from relaxation or sadness from boredom, or why a negative affective state like anxiety is more easily reappraised as excited than calm (Brooks, 2014; Clore et al., 2018; Jamieson et al., 2018).”
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Kesebir, S., Lee, S. Y., Elliot, A. J., & Pillutla, M. M. (2019) · Motivation and Emotion · doi:10.1007/s11031-019-09779-5 · Cited by 37
“For example, people may differ in whether they see competition as stressful and taxing versus exciting and fun (cf. Brooks 2014; Crum et al.”
BackgroundTarrant, M., Haslam, C., Carter, M., Calitri, R., & Haslam, S. A. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108677318.044 · Cited by 38
Kaleńska-Rodzaj, J. (2020) · Psychology of Music · doi:10.1177/0305735620961154 · Cited by 40
“Research results indicate that teaching people how to reinterpret the perceived physiological symptoms in terms of the body’s mobilization or excitation helps to improve their well-being and facilitates accepting or even reducing unpleasant physiological symptoms (Brooks, 2014; McGonigal, 2015).”
BackgroundPark, I., Sah, Y. J., Lee, S., & Lee, D. (2022) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2022.2041897 · Cited by 35
“Self-affirmation allows individuals to self-check their personal values, which is known to improve positive self-perception among individuals (Cohen & Sherman, 2014; Sherman, 2013; Steele, 1988).”
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The effect of brief anxiety interventions on reported anxiety and math test performance
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“The concept of self-talk dissonance (Van Raalte et al., 2016) and research related to arousal congruency (Brooks, 2014) both suggest that appraised emotions thatmatch self-talk lead to performance benefits.”
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“Moreover, it will be important to consider different subtypes of cognitive reappraisal (see Shiota & Levenson, 2012), in addition to reappraisal of stress and arousal states (e.g., see Brooks, 2014; Crum et al., 2020), which may also relate to ELA and inflammation.”
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How winning changes motivation in multiphase competitions.
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“On the other hand, competition can create anxiety, reduced concentration, and heightened distractibility (Brooks, 2014; Eysenck, 1982), which can undermine intrinsic motivation (Deci, Betley, Kahle, Abrams, & Porac, 1981) and impair performance (Campbell & Furrer, 1995; Steigleder, Weiss, Cramer, & Feinberg, 1978).”
BackgroundCognitively and socially induced stress affects postural control
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“However, we predicted that performance in this task would eventually decline under high levels of stress and task demands (e.g., Brooks 2014) as a consequence of anxiety-related reductions in processing efficiency.”
Background
Metadata
- Authors
- Brooks, A. W.
- Affiliations
- Harvard University (US)
- Corresponding author
- Brooks, Alison Wood
- ORCID
- Brooks, Alison Wood
- Venue
- Journal of Experimental Psychology General
- Published
- 2014
- Volume
- 143
- Issue
- 3
- Pages
- 1144-1158
- ISSN
- 0096-3445 (ISSN-L)
- 1939-2222
- OpenAlex
- W2166132302
- Cited by
- 349
- References
- 105
- Citations by year
- 2026: 19 · 2025: 30 · 2024: 25 · 2023: 25 · 2022: 31 · 2021: 28 · 2020: 78 · 2019: 25 · 2018: 25 · 2017: 28 · 2016: 19 · 2015: 8 · 2014: 7
- FWCI
- 15.77
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Experimental Psychology General (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Wharton Behavioral Lab
- Wharton Risk Center
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Sport Psychology and Performance
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Keywords
- pre-performance anxiety, cognitive reappraisal, excitement, emotional reappraisal, self-talk, public speaking, mathematics achievement, performance anxiety, coping strategies
- MeSH terms
- Adult, Arousal, Emotions, Female, Humans, Male, Young Adult, Performance Anxiety
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