Influences Of Different Dimensions Of Academic Self-Concept On Students’ Cardiac Recovery After Giving A Stressful Presentation

References

• Kamarck TW, Debski TT, Manuck SB. Enhancing the laboratory-to-life generalizability of cardiovascular reactivity using multiple occasions of measurement. Psychophysiology. 2000;37:533–542. doi:10.1111/1469-8986.374053310934912
   PubMed Web of Science ®Google Scholar
• Gendolla GHE, Richter M. Effort mobilization when the self is involved: some lessons from the cardiovascular system. Rev Gen Psychol. 2010;14:212–226. doi:10.1037/a0019742
   Web of Science ®Google Scholar
• Brosschot JF. Markers of chronic stress: prolonged physiological activation and (un)conscious perseverative cognition. Neurosci Biobehav Rev. 2010;35:46–50. doi:10.1016/j.neubiorev.2010.01.00420096302
   PubMed Web of Science ®Google Scholar
• Brosschot JF, Gerin W, Thayer JF. The perseverative cognition hypothesis: a review of worry, prolonged stress-related physiological activation, and health. J Psychosom Res. 2006;60:113–124. doi:10.1016/j.jpsychores.2005.06.07416439263
   PubMed Web of Science ®Google Scholar
• Papousek I, Paechter M, Weiss EM, Lackner HK. The tendency to ruminate and the dynamics of heart rate recovery after an ordinary, mildly stressful performance situation. Pers Individ Dif. 2017;104:150–154. doi:10.1016/j.paid.2016.08.003
   Web of Science ®Google Scholar
• Richter M, Gendolla GHE, Wright RA. Three decades of research on motivational intensity theory: what we have learned about effort and what we still don’t know. Adv Motivation Sci. 2016;3:149–186. doi:10.1016/bs.adms.2016.02.001
   Google Scholar
• Preuss D, Schoofs D, Schlotz W, Wolf OT. The stressed student: influence of written examinations and oral presentations on salivary cortisol concentrations in university students. Stress. 2010;13(3):221–229. doi:10.3109/1025389090327757920235829
   PubMed Web of Science ®Google Scholar
• Spinath B, Stiensmeier-Pelster J. Goal orientation and achievement: the role of ability self-concept and failure perception. Learn Instruction. 2003;13:403–422. doi:10.1016/S0959-4752(02)00014-2
   Web of Science ®Google Scholar
• Becker M, Neumann M. Context-related changes in academic self-concept development: on the long-term persistence of big-fish-little-pond effects. Learn Instruction. 2016;45:31–39. doi:10.1016/j.learninstruc.2016.06.003
   Web of Science ®Google Scholar
• Dickhäuser O, Schöne C, Spinath B, Stiensmeier-Pelster J. Die Skalen zum akademischen Selbstkonzept. Konstruktion und Überprüfung eines neuen Instrumentes [The academic self concept scales: construction and evaluation of a new instrument]. Zeitschrift Für Differentielle Und Diagnostische Psychologie. 2002;23:393–405. doi:10.1024//0170-1789.23.4.393
   Google Scholar
• Hoferichter F, Lätsch A, Lazarides R, Raufelder D. The big-fish-little-pond effect on the four facets of academic self-concept. Front Psychol. 2018;9:1247. doi:10.3389/fpsyg.2018.0124730079044
   PubMed Web of Science ®Google Scholar
• Schöne C, Dickhäuser O, Spinath B, Stiensmeier-Pelster J. Skalen Zur Erfassung Des Schulischen Selbstkonzepts (SESSKO) [Scales Assessing Students’ Academic Self-Concept]. [Manual]. Göttingen: Hogrefe; 2012.
   Google Scholar
• Ertl B, Luttenberger S, Paechter M. The impact of gender stereotypes on the self-concept of female students in STEM subjects with an under-representation of females. Front Psychol. 2017;8:703. doi:10.3389/fpsyg.2017.0070328567022
   PubMed Web of Science ®Google Scholar
• Macher D, Paechter M, Papousek I, Ruggeri K, Freudenthaler H, Arendasy M. Statistics anxiety, state anxiety during an examination, and academic achievement. Br J Educ Psychol. 2013;83:535–549. doi:10.1111/j.2044-8279.2012.02081.x24175681
   PubMed Web of Science ®Google Scholar
• Gore JS, Cross SE. Who am I becoming? A theoretical framework for understanding self-concept change. Self Identity. 2014;13:740–764. doi:10.1080/15298868.2014.933712
   Web of Science ®Google Scholar
• Bieg M, Goetz T, Lipnevich AA. What students think they feel differs from what they really feel – academic self-concept moderates the discrepancy between students’ trait and state emotional self-reports. PLoS One. 2014;9(3):e92563. doi:10.1371/journal.pone.009256324647760
   PubMed Web of Science ®Google Scholar
• Kärner T, Sembill D, Aßmann C, Friederichs E, Carstensen CH. Analysis of person-situation interactions in educational settings via cross-classified multilevel longitudinal modelling: illustrated with the example of students’ stress experience. Frontline Learn Res. 2017;5(1):16–42. doi:10.14786/flr.v5i1.137
   Google Scholar
• Dweck CS. Motivational processes affecting learning. Am Psychologist. 1986;41:1040–1048. doi:10.1037/0003-066X.41.10.1040
   Web of Science ®Google Scholar
• Buunk AP, Cohen-Schotanus J, van Nek RJ. Why and how people engage in social comparison while learning social skills in groups. Group Dyn. 2007;11:140–152. doi:10.1037/1089-2699.11.3.140
   Web of Science ®Google Scholar
• Minkley N, Westerholt DM, Kirchner WH. Academic self-concept of ability and cortisol reactivity. Anxiety Stress Coping. 2013;27(3):303–316. doi:10.1080/10615806.2013.84827324219306
   PubMed Web of Science ®Google Scholar
• Papousek I, Paechter M, Lackner HK. Delayed psychophysiological recovery after self-concept-inconsistent negative performance feedback. Int J Psychophysiol. 2011;82:275–282. doi:10.1016/j.ijpsycho.2011.09.01321963528
   PubMed Web of Science ®Google Scholar
• Richter M, Friedrich A, Gendolla GHE. Task difficulty effects on cardiac activity. Psychophysiology. 2008;45:869–875. doi:10.1111/j.1469-8986.2008.00688.x18665860
   PubMed Web of Science ®Google Scholar
• Merz CJ, Wolf OT. Examination of cortisol and state anxiety at an academic setting with and without oral presentation. Stress. 2015;18:138–142. doi:10.3109/10253890.2014.98920625407296
   PubMed Web of Science ®Google Scholar
• Haynes SN, Gannon LR, Orimoto L, O’Brien WH, Brandt M. Psychophysiological assessment of poststress recovery. Psychol Assess. 1991;3:356–365. doi:10.1037/1040-3590.3.3.356
   Google Scholar
• Radstaat M, Geurts SA, Brosschot JF, Cillessen AH, Kompier MA. The role of affect and rumination in cardiovascular recovery from stress. Int J Psychophysiol. 2011;81:237–244. doi:10.1016/j.ijpsycho.2011.06.017.21749904
   PubMed Web of Science ®Google Scholar
• Friedman BH, Thayer JF. Anxiety and autonomic flexibility: a cardiovascular approach. Biol Psychol. 1998;47:243–263. doi:10.1016/S0301-0511(97)00027-69564452
   PubMed Web of Science ®Google Scholar
• Abela JRZ, Hankin BL. Rumination as a vulnerability factor to depression during the transition from early to middle adolescence: a multiwave longitudinal study. J Abnorm Psychol. 2011;120(2):259–271. doi:10.1037/a002279621553940
   PubMed Web of Science ®Google Scholar
• Kreibig S. Autonomic nervous system activity in emotion: a review. Biol Psychol. 2010;84:394–421. doi:10.1016/j.biopsycho.2010.03.01020371374
   PubMed Web of Science ®Google Scholar
• Javorka M, Žila I, Balhárek T, Javorka K. Acute stressors and cortisol responses: a theoretical integration and synthesis of laboratory research. Braz J Med Biol Res. 2002;35:991–1000. doi:10.1590/S0100-879X200200080001812185393
   PubMed Web of Science ®Google Scholar
• Dong J-G. The role of heart rate variability in sports physiology (Review). Exp Ther Medication. 2016;11:1531–1536. doi:10.3892/etm.2016.3104
   PubMed Web of Science ®Google Scholar
• Shaffer F, McCraty R, Zerr CL. A healthy heart is not a metronome: an integrative review of the heart’s anatomy and heart rate variability. Front Psychol. 2014;5:1040. doi:10.3389/fpsyg.2014.0104025324790
   PubMed Web of Science ®Google Scholar
• Bonnemeier H, Richardt G, Potratz J, et al. Circadian profile of cardiac autonomic nervous modulation in healthy sub-jects: differing effects of aging and gender on heart rate variability. J Cardiovasc Electrophysiol. 2003;14:791–799. doi:10.1046/j.1540-8167.2003.03078.x12890036
   PubMed Web of Science ®Google Scholar
• Accardo A, De Dea F, Cinquetti M, Merlo M, Sinagra G. Influence of aging on short- and long-term heart rate variability in patients with heart failure In: Kyriacou E, Christofides S, Pattichis C, editors. XIV Mediterranean Conference on Medical and Biological Engineering and Computing 2016. IFMBE Proceedings, vol. 57 2016 Cham: Springer.
   Google Scholar
• Ryan SM, Goldberger AL, Pincus SM, Mietus J, Lipsitz LA. Gender- and age-related differences in heart rate dynamics: are women more complex than men? J Am Coll Cardiol. 1994;24:1700–1707. doi:10.1016/0735-1097(94)90177-57963118
   PubMed Web of Science ®Google Scholar
• Zulfiqar U, Jurivich DA, Gao W, Singer DH. Relation of high heart rate variability to healthy longevity. Am J Cardiol. 2010;105(8):1181–1185. Epub 2010 Feb 20. doi:10.1016/j.amjcard.2009.12.022.20381674
   PubMed Web of Science ®Google Scholar
• de Geus EJC, Gianaros PJ, Brindle RC, Jennings JR, Berntson GG. Should heart rate variability be “corrected” for heart rate? Biological, quantitative, and interpretive considerations. Psychophysiology. 2018;56:e1387. doi:10.1111/psyp.13287
   Web of Science ®Google Scholar
• Jandackova VK, Scholes S, Britton A, Steptoe A. Are changes in heart rate variability in middle-aged and older people normative or caused by pathological conditions? Findings from a large population-based longitudinal cohort study. J Am Heart Assoc. 2016;1:e002365. doi:10.1161/JAHA.111.002361
   Google Scholar
• Al’Absi M, Bongard S, Buchanan T, Pincomb GA, Licinio J, Lovallo WR. Cardiovascular and neuroendocrine adjustment to public speaking and mental arithmetic stressors. Psychophysiology. 1997;34:266–275. doi:10.1111/j.1469-8986.1997.tb02397.x9175441
   PubMed Web of Science ®Google Scholar
• Kirschbaum C, Pirke K-M, Hellhammer DH. The trier social stress test“ – A tool for investigating psychobiological stress responses in a laboratory setting. Neuropsychobiology. 1993;28(76–81). doi:10.1159/000119004
   Web of Science ®Google Scholar
• Souza GGL, Mendonça-de-Souza ACF, Barros EM, et al. Resilience and vagal tone predict cardiac recovery from acute social stress. Stress. 2007;10(4):368–374. doi:10.1080/1025389070141988617853065
   PubMed Web of Science ®Google Scholar
• Spangler G. Psychological and physiological responses during an exam and their relation to personality characteristics. Psychoneuroendocrinology. 1997;22(6):423–441. doi:10.1016/S0306-4530(97)00040-19364621
   PubMed Web of Science ®Google Scholar
• Field A. Discovering Statistics Using IBM SPSS Statistics. 4th ed. London: Sage; 2013.
   Google Scholar
• Svenkerud S, Dalland CP, Klette K. Social positioning in boys’ and girls’ oral presentations. Educ Inq. 2013;4(4):715–733. doi:10.3402/edui.v4i4.23218
   Google Scholar
• Weinfield N, Sroufe LA, Egeland B, Carlson E. Individual differences in infant-caregiver-attachment In: Cassidy J, Shaver P, editors. Handbook of Attachment. 2nd ed. New York: Guilford; 2008:pp. 78–101.
   Google Scholar
• Wimmer S, Lackner HK, Papousek I, Paechter M. Goal orientations and activation of approach versus avoidance motivation while awaiting an achievement situation in the laboratory. Front Psychol. 2018;9:1552. doi:10.3389/fpsyg.2018.0155230210395
   PubMed Web of Science ®Google Scholar
• Skipper Y, Douglas K. Is no praise good praise? Effects of positive feedback on children’s and university students’ responses to subsequent failures. Br J Educ Psychol. 2012;82:327–339. doi:10.1111/j.2044-8279.2011.02028.x22583094
   PubMed Web of Science ®Google Scholar