Attentional Control Theory Free Essay Example, 1000 words

Mood alterations and though processes often have a major impact on the autonomic bodily processes such as perspiration, heart and pulse rates, skin conductance and skin resistance. Findings show an important relation between cognitive performance, heart and pulse rate variability and neural function (Thayer et al, 2009, p141). Physiological changes also have their implications on academic test performances as well. Each of the phenomena i. e. anxiety, physiological change and performance are interdependent and closely associated. The most widely studied change is that of heart rate and consequent pulse rate alteration owing to sense of anxiety. During a research study performance and pulse rate changes of non-test anxious and test-anxious subjects were analyzed and it was found that low-test anxious students performed much better in academic than high test anxious students. In the same study it was found that during self-evaluation of performance student with high-test anxious had m uch lesser confidence and anticipated much worse results than their actual performance (Kenneth et al, 1978, p443). Some researchers sued the Catastrophe model to relate anxiety, physiological changes and performance. The Catastrophe model was primarily used to explain the cognitive anxiety and subsequent effect on performance in sports. We will write a custom essay sample on Attentional Control Theory or any topic specifically for you Only $17.96 $11.86/pageorder now Vitasari et al applied the model and measured physiological arousal and recorded the anxiety level using STAI (state trait anxiety inventory) and SAS (study anxiety scale). They related these to the academic performance of the subjects and concluded that â€Å"high level of physiological arousal and cognitive anxiety is a significant factor that creates low academic performance† (Vitasari et al, 2011, p615). Morris and Liebert analyzed the academic performances of high school and college students and vindicated their hypothesis that cognitive test anxiety was highly and negatively associated to test performance and pulse rate also affected performance even though much less significantly than worry (Morris & Liebert, 1970, p332). Test anxiety is a common phenomenon and there is little doubt that it plays a significant role in altering our body responses such as pulse rate. Research has also successfully established an intimate association betw een anxiety, pulse rate and performance in academic field. Most importantly it has become clearer that academic performance is more significantly affected by the feelings of cognitive anxiety prior to a test than the modification of pulse rate even though the latter does affect performance to a minute extent as well.