Bridging Theory and Practice in the Classroom...Bridging Theory and Practice in the Classroom: A...

Bridging Theory and Practice in the Classroom:

A Reappraisal Intervention for Test Anxiety

Bridgette Martin HardStanford University

PEDAGOGYPSYCHOLOGY

NeuroscienceCognitive

Developmental Affective Science

Clinical

Social

Content

Assessment

Presentation

Engagement

Technology

Strengthen teaching practices

Sharpen knowledge and theory

PEDAGOGYPSYCHOLOGY

AssessmentAffective Science

Assessment

Affective Science

For students, tests:• Determine grade• Gateways to other

opportunities (e.g., jobs, education)

People often respond to situations like these with feelings of anxiety.

Anxiety: A heightened state of physiological arousal accompanied by future-oriented feelings of distress.

Calm down Ignore your anxiety

Tell yourself your anxiety could help

Distract yourself

Get excited

% Endorsed as “Most Likely” for an instructor to suggest

Mohler, Hard, Lam, & Brady (in prep)

Current college students at public

universityN = 389

Important test Anxiety

Bandura (1997); Beilock (2011; 2008); Cassady & Johnson (2002); Wine (1980)

Performance?

Important test Anxiety

Performance+

Important test Anxiety Performance+

-Worry

Important test Anxiety Performance+

Important test Anxiety Performance

COGNITIVE REAPPRAISAL

Change the meaning

Gross (2002; 2014)

Can reappraisal help?

Jamieson, Mendes, Blackstock, & Shmader (2010)

“…recent research suggests that arousal doesn’t hurt performance on these tests and can even help performance... If you find yourself feeling anxious, simply remind yourself that your arousal could be helping you do well”

• Students planning to take the GRE.

• Half randomly assigned to receive reappraisal message:

GRE$Math$) Practice GRE$Math$) Actual

reControl Reappraisal

Practice GRE MathN = 60

Actual GRE MathN = 28

Error Bars: +/- 1 SEM Jamieson, Mendes, Blackstock, & Shmader (2010)

GRE$Math$) Practice GRE$Math$) Actual

reControl Reappraisal

Practice GRE MathN = 60

Actual GRE MathN = 28

Error Bars: +/- 1 SEM Jamieson, Mendes, Blackstock, & Shmader (2010)

Motivating questions

• Moderation?

First-year students

When you think about taking the exam this Thursday, to what extent do you:

feel anxious? feel worried?

First-year (N = 130) Upper-year (N = 115)

*d = .45

*d = .37

Brady, Hard, & Gross (invited revision)Error Bars: +/- 1 SEM

Motivating questions

• Moderation?

• Durability?

Method• 431 introductory psychology students,

fall and winter quarter– 55% first-year, 58% female, 64% White

Brady, Hard, & Gross (invited revision)

Method• 431 introductory psychology students,

fall and winter quarter– 55% first-year, 58% female, 64% White

• Random assignment to receive reappraisal message in email from instructor the night before first exam.

Standard condition

Brady, Hard, & Gross (under review, R&R)

Reappraisal condition

Reappraisal conditionPeople think that feeling anxious while taking a test will make them do poorly on the test. However, recent research suggests that arousal doesn’t generally hurt performance on tests and can even help performance. People who feel anxious during a test might actually do better. This means that you shouldn’t feel concerned if you do feel anxious while studying for or taking tomorrow’s exam. If you find yourself feeling anxious, simply remind yourself that your arousal could be helping you do well.

Method• 431 introductory psychology students, fall

and winter quarter– 55% first-year, 58% female, 64% identified as

White• Random assignment to receive

reappraisal message in email from instructor the night before first exam

• DVs: – Anxiety– Worry– Exam performance

Hypotheses

1. Moderation: – First-years, but perhaps not upper-years,

will benefit: showing reduced worry and enhanced performance on first exam.

2. Durability:– Benefits of reappraisal may extend

beyond first exam to overall course performance.

First-year students: Emotional experience

Anxiety Worry

Standard Reappraisal

*d = .32

n.s.d = .11

Anxiety Worry

*d = .32

n.s.d = .11

First-year students: Emotional experience

First-year students: Performance

Exam 1 Final Grade

*d = .32

*d = .29

First-year students: Performance

Exam 1 Final Grade

*d = .32

*d = .29

Upper-year students: Emotional experience

Anxiety Worry

*d = .30

n.s.d = .13

Upper-year students: Emotional experience

Anxiety Worry

*d = .30

n.s.d = .13

Exam 1 Final Grade

n.s.d = .07

n.s.d = .06

Upper-year students: Performance

Ongoing research

• Replicating at other institutions, exploring other potential moderators, boundary conditions.

• Exploring longitudinal effects from original sample, now several years later.

Strengthen teaching practices

Sharpen knowledge and theory

PEDAGOGYPSYCHOLOGY

• Shannon Brady• James Gross• Cayce Hook• Amy Lam• Angela Lee• Marleyna Mohler• Jeanne Tsai• Greg Walton• Elizabeth Wong• Yun Lucy Zhang

Research Collaborators:

Teaching Demonstration:Correlation for Introductory Psych

Bridgette Martin HardStanford University

Is it a good idea to multitask on a laptop during class?

Correlational method

1. What is it?

2. Correlation in action: multitasking

3. Interpreting correlational data

4. The limits of correlation

1. What is it?

What is the correlational method?

• Scientific approach that examines how variables are related to each other.

• Correlation: The tendency of two variables to change together.

Positive correlation

Height (cm)

scatterplot

Heinz, Peterson, Johnson, & Kerk (2003)

30 50 70 90 110 130

Negative correlation

Mean Outdoor Temp (ºF)

scatterplot

Carver (1998)

0 20 40 60 80 100

How many real-world examples can you think of in 30 s?

Positivecorrelation

Negative correlation

Left side Right side

1. What is it?

3. Interpreting correlational findings

• How is multitasking on laptops related to performance in the class?

• How is nonacademic multitasking on laptops related to performance in the class?

Positive or Negative?

What is your hypothesis?

Negative

• We first need to define, or operationalizeour variables.

• Operationalize/operational definition:– Translate the variable we want to assess into a

specific procedure or measurement.

How could you operationalize:“nonacademic multitasking”?

• We first need to define, or operationalizeour variables.

• Operationalize/operational definition:– Translate the variable we want to assess into a

specific procedure or measurement.

How could you operationalize:“performance in the class”?

• Nonacademic multitasking: Proxy server logs http requests – Sum & categorize http requests

to estimate “nonacademic” minutes online (e.g., Twitter, Gmail).

• Performance: Cumulative final exam score

Ravissa, Uitvlugt, & Fenn (2016)

0 200 400 600 800Non-academic internet use

Cumulative final exam score

scatterplot

N = 84

scatterplot

1. What is it?

Interpreting correlational data

• What is the direction and strength of the relationship?

What is the direction and strength of this relationship?

Correlation coefficient (r): A measure of the strength and direction of the linear relationship between two variables.

0.0-1.0 1.0Zero (null)correlation

Negativecorrelation

Positivecorrelation

strong strongweakweak

Positive

10121416

0 5 10 15

r = 1.00Negative

0 5 10 15

r = -1.00

Correlation coefficient (r): A measure of the strength and direction of the linear relationship between two variables.

Variable X Variable X

PositiveNegativer = .80

2 4 6 8 10 12 14 16 18 200

r = .54

2 4 6 8 10 12 14 16 18 2000

r = -.33

2 4 6 8 10 12 14 16 18 2000

r = -.85

2 4 6 8 10 12 14 16 18 2000

2 4 6 8 10 12 14 16 18 200

r = - .25

Correlations with final exam score:

Interest in the class

r = - .25

r = .33

r = .26

Academic multitasking

r = .36

Correlations with final exam score:

r = - .25

Academic multitasking

r = .36

r = .09r = .33

r = .26

Interpreting correlational data

• What is the direction and strength of the relationship?

• Does the relationship found in this sample reflect the larger population?

r = - .25

Does the relationship found in this sample reflect the larger population?

N = 84

Variable Y

15 35 55 75 95Variable X

Imagine a population of 500 people, measured on variables X and Y:

Variable Y

15 35 55 75 95Variable X

Say I randomly sample 10 people:

15 35 55 75 95Variable X

Variable Y

And I get this:

Variable Y

15 35 55 75 95Variable X

r = -.34

With this correlation:

Variable Y

15 35 55 75 95Variable X

r = -.34

When you sample from a large population, you can get a correlation in your sample, just by chance.

r = - .25

N = 84

Does the relationship found in this sample reflect the larger population?

p-value(p): The probability that we would get this result, given this sample size, if the correlation in the population was actually “0”.

p = .02

If p < 0.05,“Statistically significant”

r = - .25

N = 84

• How is nonacademic multitasking related to performance in the class?

Negative, r = -.25, p < .05

• Does this mean that nonacademic multitasking causes worse performance?

Negative, r = -.25, p < .05

1. What is it?

Reasons for correlation

The directionality problem

The third variable problem

Name the third variable!

Ice cream sales Drowning deaths

Temperature/Season

Use of contraception Number of electrical appliances owned

Socioeconomic Status (SES)

You can measure potential third variables and use statistical techniques to test their importance.

Correlation ≠ Causation

Does not necessarily =Correlation Causation

• Adam Anderson• Shannon Brady• Stephen Chew• Sandy Goss Lucas• James Gross• Bob Henderson• Beth Morling• Toni Schmader• Greg Walton• Elizabeth Wong• Jamil Zaki

• The Psych One Teaching Fellows!

Partners in Pedagogy:

Bridging Theory and Practice in the Classroom...Bridging Theory and Practice in the Classroom: A...

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