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Eysenck's research focuses mainly on cognitive factors associated with anxiety in normal and clinical populations. He has recently developed two new theories. First, there is attentional control theory (with Nazanin Derakshan, Rita Santos, and Manuel Calvo), which provides a cognitive account of the effects of anxiety on performance.
Anxiety is an emotion characterised by an unpleasant state of inner turmoil and includes feelings of dread over anticipated events. [1] [2] [3] Anxiety is different from fear in that fear is defined as the emotional response to a present threat, whereas anxiety is the anticipation of a future one. [4]
The correlations between the specific anxiety scale (anxious arousal) in the MASQ and NA were moderate (rs= .41 and .47), supporting that NA is specific to anxiety disorders, congruent with the tripartite model. [10] Another study consisted of a sample of children (ages 7–14) diagnosed with a principal anxiety disorder.
Lifestyle factors including: stress management, stress reduction, relaxation, sleep hygiene, and caffeine and alcohol reduction can influence anxiety levels. Physical activity has shown to have a positive impact whereas low physical activity may be a risk factor for anxiety disorders.
Anxiety disorders affect nearly 30% of adults at some point in their lives, with an estimated 4% of the global population currently experiencing an anxiety disorder. However, anxiety disorders are treatable, and a number of effective treatments are available. [11] Most people are able to lead normal, productive lives with some form of treatment ...
While both strangers and in-group members experience some degree of anxiety and uncertainty in new interpersonal situations, intercultural encounters heighten these feelings. Strangers become hyper-aware of cultural differences and may overestimate the influence of culture on behavior while overlooking individual variations.
Communication apprehension is a degree or measure of the anxiety triggered by the real or anticipated communication act, as defined by James C. McCroskey. [1] The fear of judgment from the audience and self-image are two factors which fuel the anxiety. [2]
The AMAS-C items can provide psychologists with a statistical reference point to judge the student's level of anxiety compared to other college students. A limitation of the AMAS-C is that it does not lend insight into the factors that are influencing the students anxiety, such as lack of studying and social factors. [13]