The effects of implicit anxiety on the performance of skin self‐examinations

Millar, Murray G.; Westfall, Richard S.

doi:10.1111/jasp.12321

Cited by 1 publication

(3 citation statements)

References 57 publications

(66 reference statements)

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“…Thus, implicit anxiety may be created by different experiences than the explicit component and as such, it is hypothesized to predict different behavioral outcomes than explicit anxiety. Implicit anxiety has been noted as a predictor of individual participation in health-related procedures, such as skin cancer screenings (Millar & Westfall, 2015). Millar and Westfall (2015) measured both implicit and explicit anxiety related to skin cancer, as part of a battery of measures.…”

Section: Implicit Associationsmentioning

confidence: 99%

“…Implicit anxiety has been noted as a predictor of individual participation in health-related procedures, such as skin cancer screenings (Millar & Westfall, 2015). Millar and Westfall (2015) measured both implicit and explicit anxiety related to skin cancer, as part of a battery of measures. At the end of the study, participants were invited to take a pamphlet about skin cancer screening if they would like.…”

Section: Implicit Associationsmentioning

confidence: 99%

“…The latencies between the two phases is the implicit anxiety effect (Millar, 2011;Millar & Westfall, 2015). This indicates whether participants were quicker when pressing the same key for calm words and math or were quicker when pressing the same key for anxious words and math?…”

Section: Implicit Anxiety Measurementioning

confidence: 99%

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The Influence of Implicit Math Anxiety on Math Achievement

2020

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Previous work has noted that math anxiety may have a profound effect on math performance; however extant research has relied on measures that explicitly assess math anxiety. This study examined the effects of implicit math anxiety on the performance of a math achievement task. We hypothesized that combined measure of implicit anxiety and explicit anxiety would better predict math achievement than measures of explicit math anxiety alone. In addition, we hypothesized that an individuals’ measured implicit anxiety and measured explicit anxiety would share only a modest correlation. To test these hypotheses, 175 participants completed measures of explicit anxiety, an implicit associations test designed to measure implicit anxiety, and a measure of math achievement. As expected, math achievement was better predicted when implicit anxiety was combined with explicit anxiety. Furthermore, scores on the implicit and explicit anxiety measures were not significantly correlated. These results suggest that implicit and explicit math anxiety are two distinct constructs, thus traditional methods for helping students deal with math anxiety may not be entirely successful if the implicit component is ignored.

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Section: Implicit Associationsmentioning

confidence: 99%

Section: Implicit Associationsmentioning

confidence: 99%