Sentences with phrase «less performance anxiety»

Not exact matches

They also rated their own performance higher and experienced less sport - related anxiety.

Those who are emotionally intelligent, can recognize their feelings of anxiety and use it to regulate their performance, as well as those who are experienced and skilled at their job, are also less likely to have anxiety affect their performance.

Typical fears underlying academic performance anxiety or exam performance anxiety are: Fear of not gaining admission to a high profile University, fear of disappointing parents, fear of failing in life, fear of accomplishing less than our friends or siblings etc..

Chazelle's influences here are less Kubrick than Scorsese (especially the performance - anxiety - driven After Hours) and Fincher (especially The Social Network).

For species in the wild, dwindling populations mean less chance of a love connection, while animals in captivity deal with infertility, performance anxiety, and other mating problems.

TreeHugger is here tracking down green trends as the guest of Ceramic Tiles of Italy, and got to see first hand how quickly Piano had the crowd of Italian and international press at his fingertips: «It's not just that we need to consume less, but that we need a way to get out of this tragedy of performance anxiety — the idea of making (and wanting) things bigger and BIGGER,» he said.Piano began his speech saying, «I adore red tape!

In general, children exposed to their parents» divorce tend to be less well - adjusted emotionally, socially, and behaviorally, and exhibit symptoms, such as depression, anxiety, anger, a decline in school performance, and externalizing be - haviors (e.g., aggressive and noncompliant behavior), than those in non-divorced families [13][14][15].

Results highlighted a) through exploratory and confirmatory factor analyses, a meaningful six - factor model (emotion expression, task utility self - persuasion, help - seeking, negative self - talk, brief attentional relaxation, and dysfunctional avoidance); b) satisfactory internal reliabilities; c) test - retest reliability scores indicative of a satisfactory stability of the measures over time; d) preliminary evidence of convergent and discriminant validity with CERS - M being very weakly linked to verbal skill and moderately to emotion regulation strategies measured through the Flemish version of the COPE - questionnaire; e) preliminary evidence of criterion validity, with CERS - M scores predicting math anxiety, and to a lesser extent, students» performance; f) preliminary evidence of incremental validity, with the CERS - M predicting math anxiety and performance over and above emotion regulation measured by the COPE - questionnaire.

This suggests that helping students not to dwell on problems, catastrophize or feel hopeless would decrease their levels of anxiety and, to a lesser extent, improve their math performance.

Results highlighted a) through exploratory and confirmatory factor analyses, a meaningful six - factor model (emotion expression, task utility self - persuasion, help - seeking, negative self - talk, brief attentional relaxation, and dysfunctional avoidance); b) satisfactory internal reliabilities; c) test - retest reliability scores indicative of a satisfactory stability of the measures over time; d) preliminary evidence of convergent and discriminant validity with CERS - M being very weakly linked to verbal skill and moderately to emotion regulation strategies measured through the Flemish version of the COPE - questionnaire; e) preliminary evidence of criterion validity, with CERS - M scores predicting math anxiety, and to a lesser extent, students» performance; f) preliminary evidence of incremental validity, with the CERS - M predicting math anxiety and performance over and above emotion regulation measured by the COPE - questionnaire.