Editing Anxiety (section)

===Test, performance, and competitive===
<!-- This section is linked from [[Educational psychology]] -->

==== Test ====
{{Main|Test anxiety|Mathematical anxiety}}
According to [[Yerkes-Dodson law]], an optimal level of arousal is necessary to best complete a task such as an exam, performance, or competitive event. However, when the anxiety or level of arousal exceeds that optimum, the result is a decline in performance.<ref name="Teigen">{{cite journal |doi=10.1177/0959354394044004 |title=Yerkes-Dodson: A Law for all Seasons |journal=Theory & Psychology |volume=4 |issue=4 |pages=525–547 |year=1994 |vauthors=Teigen KH |s2cid=145516099}}</ref>

Test anxiety is the uneasiness, apprehension, or nervousness felt by students who have a fear of failing an [[Test (student assessment)|exam]]. Students who have test anxiety may experience any of the following: the association of [[Grading in education|grades]] with [[Self-esteem|personal worth]]; fear of embarrassment by a teacher; fear of [[Social alienation|alienation]] from parents or friends; time pressures; or feeling a loss of control. Sweating, dizziness, headaches, racing heartbeats, nausea, fidgeting, uncontrollable crying or laughing and drumming on a desk are all common.<ref>{{Cite journal |last1=Colangelo |first1=Raychel |last2=Audet |first2=Karyn |date=2020-12-31 |title=Stress in Post-Secondary: Toward an Understanding of Test-Anxiety, Cognitive Performance, and Brief Mindfulness Meditation |journal=Behavioural Sciences Undergraduate Journal |volume=3 |issue=1 |pages=31–44 |doi=10.29173/bsuj500 |issn=2562-4687|doi-access=free }}</ref> Because test anxiety hinges on [[fear of negative evaluation]],<ref name="Liebert">{{cite journal |vauthors=Liebert RM, Morris LW |title=Cognitive and emotional components of test anxiety: a distinction and some initial data |journal=Psychological Reports |volume=20 |issue=3 |pages=975–978 |date=June 1967 |pmid=6042522 |doi=10.2466/pr0.1967.20.3.975 |s2cid=33689633 |doi-access=}}</ref> debate exists as to whether test anxiety is itself a unique anxiety disorder or whether it is a specific type of social [[phobia]].<ref name="Beidel">{{cite journal |vauthors=Beidel DC, Turner SM |title=Comorbidity of test anxiety and other anxiety disorders in children |journal=Journal of Abnormal Child Psychology |volume=16 |issue=3 |pages=275–287 |date=June 1988 |pmid=3403811 |doi=10.1007/BF00913800 |s2cid=38476947}}</ref> The DSM-IV classifies test anxiety as a type of social phobia.<ref name="Rapee">{{cite journal |vauthors=Rapee RM, Heimberg RG |title=A cognitive-behavioral model of anxiety in social phobia |journal=Behaviour Research and Therapy |volume=35 |issue=8 |pages=741–756 |date=August 1997 |pmid=9256517 |doi=10.1016/S0005-7967(97)00022-3}}</ref>

Research indicates that test anxiety among U.S. high-school and college students has been rising since the late 1950s. Test anxiety remains a challenge for students, regardless of age, and has considerable physiological and psychological impacts.<ref>{{cite journal |last1=Stearns |first1=Peter |title=Student Anxiety and Its Impact: A Recent American History |journal=History of Education Quarterly |date=May 2023 |volume=63 |issue=2 |pages=271–297 |doi=10.1017/heq.2023.10|s2cid=258190141 }}</ref> Management of test anxiety focuses on achieving relaxation and developing mechanisms to manage anxiety.<ref name="Mathur">{{cite journal |vauthors=Mathur S, Khan W |year=2011 |title=Impact of Hypnotherapy on Examination Anxiety and Scholastic Performance among School |url=http://medind.nic.in/daa/t11/i2/daat11i2p337.pdf |url-status=live |journal=Delhi Psychiatry Journal |volume=14 |issue=2 |pages=337–342 |citeseerx=10.1.1.1027.7497 |archive-url=https://ghostarchive.org/archive/20221009/http://medind.nic.in/daa/t11/i2/daat11i2p337.pdf |archive-date=2022-10-09}}</ref> The routine practice of slow, Device-Guided Breathing (DGB) is a
major component of behavioral treatments for anxiety conditions.<ref>{{cite journal |vauthors=Ovadia-Blechman Z, Tarrasch R, Velicki M, Chalutz Ben-Gal H |title=Reducing Test Anxiety by Device-Guided Breathing: A Pilot Study |journal=Frontiers in Psychology |year=2022 |volume=13 |page=678098 |url=https://english.afeka.ac.il/media/2235899/frintiers-in-psychology-2022.pdf |archive-url=https://ghostarchive.org/archive/20221009/https://english.afeka.ac.il/media/2235899/frintiers-in-psychology-2022.pdf |archive-date=2022-10-09 |url-status=live |doi=10.3389/fpsyg.2022.678098 |pmid=35677145 |pmc=9167931 |doi-access=free}}</ref>

==== Performance and competitive ====
{{Main|Stage fright|Somatic anxiety|Sport psychology}}
[[Stage fright|Performance anxiety]] and competitive anxiety ([[doi:10.1016/B978-0-12-803377-7.00018-1|competitive trait anxiety, competitive state anxiety]]) happen when an individual's performance is measured against others. An important distinction between competitive and non-competitive anxiety is that competitive anxiety makes people view their performance as a threat.<ref name=":0">{{cite journal | vauthors = Rice SM, Purcell R, De Silva S, Mawren D, McGorry PD, Parker AG | title = The Mental Health of Elite Athletes: A Narrative Systematic Review | journal = Sports Medicine | volume = 46 | issue = 9 | pages = 1333–1353 | date = September 2016 | pmid = 26896951 | pmc = 4996886 | doi = 10.1007/s40279-016-0492-2 }}</ref> As a result, they experience a drop in their ordinary ability, whether physical or mental, due to that perceived stress.<ref name=":12">{{cite journal | vauthors = Ford JL, Ildefonso K, Jones ML, Arvinen-Barrow M | title = Sport-related anxiety: current insights | language = English | journal = Open Access Journal of Sports Medicine | volume = 8 | pages = 205–212 | date = 2017-10-27 | pmid = 29138604 | pmc = 5667788 | doi = 10.2147/OAJSM.S125845 | doi-access = free }}</ref>

Competitive anxiety is caused by a range of internal factors including high expectations, outside pressure,<ref name=":12" /> lack of experience, and external factors like the location of a competition.<ref>{{Cite journal | vauthors = Kang H, Jang S |date=2018-08-13 |title=Effects of competition anxiety on self-confidence in soccer players: Modulation effects of home and away games. |journal=Journal of Men's Health |volume=14 |issue=3 |pages=62–68 |doi=10.22374/1875-6859.14.3.9 |issn=1875-6867|doi-access=free }}</ref> It commonly occurs in those participating in high pressure activities like sports and debates. Some common symptoms of competitive anxiety include muscle tension, fatigue, weakness, sense of panic, apprehensiveness, and panic attacks.<ref>{{cite journal | vauthors = Rowland DL, van Lankveld JJ | title = Anxiety and Performance in Sex, Sport, and Stage: Identifying Common Ground | journal = Frontiers in Psychology | volume = 10 | pages = 1615 | date = 2019 | pmid = 31379665 | pmc = 6646850 | doi = 10.3389/fpsyg.2019.01615 | doi-access = free }}</ref>

There are [[Sport psychology#Arousal anxiety and stress|4 major theories]] of how anxiety affects performance: Drive theory, Inverted U theory, Reversal theory, and The Zone of Optimal Functioning theory.

''Drive theory'' believes that anxiety is positive and performance improves proportionally to the level of anxiety. This theory is not well accepted.<ref name = "Jarvis_2006">{{Cite book |vauthors=Jarvis M |url=https://www.worldcat.org/oclc/60971762 |title=Sport psychology : a student's handbook |date=2006 |publisher=Routledge |isbn=1-84169-581-5 |location=London |oclc=60971762 |access-date=2023-03-30 |archive-date=2024-02-23 |archive-url=https://web.archive.org/web/20240223203105/https://search.worldcat.org/title/60971762 |url-status=live }}</ref>

The ''Inverted U theory'' is based on the idea that performance peaks at a moderate stress level. It is called Inverted U theory because the graph that plots performance against anxiety looks like an inverted "U".<ref name = "Jarvis_2006" />

''Reversal theory'' suggests that performance increases in relation to the individual's interpretation of their arousal levels. If they believed their physical arousal level would help them, their performance would increase, if they didn't, their performance would decrease.<ref name=":12" /> For example: Athletes were shown to worry more when focusing on results and perfection rather than the effort and growth involved.<ref name=":0" />

The ''Zone of Optimal Functioning theory'' proposes that there is a zone where positive and [[negative emotion]]s are in a balance which lead to feelings of dissociation and intense concentration, optimizing the individual's performance levels.<ref name=":22">{{Cite book |url=https://onlinelibrary.wiley.com/doi/book/10.1002/9780470479216 |title=The Corsini Encyclopedia of Psychology |date=2010-01-30 |publisher=Wiley |isbn=978-0-470-17024-3 |veditors=Weiner IB, Craighead WE |edition=1st |language=en |doi=10.1002/9780470479216.corpsy0626 |access-date=2023-03-30 |archive-date=2023-03-30 |archive-url=https://web.archive.org/web/20230330062206/https://onlinelibrary.wiley.com/doi/book/10.1002/9780470479216 |url-status=live }}</ref>