Outputs (3)

“I must make the grade!”: the role of cognitive appraisals, irrational beliefs, exam anxiety, and affect, in the academic self-concept of undergraduate students (2024)
Journal Article
Turner, M. J., Evans, A. L., Fortune, G., & Chadha, N. J. (in press). “I must make the grade!”: the role of cognitive appraisals, irrational beliefs, exam anxiety, and affect, in the academic self-concept of undergraduate students. Anxiety, Stress and Coping, 1-24. https://doi.org/10.1080/10615806.2024.2360732

Background and objectives Examination anxiety is a common occurrence, and is potentially detrimental to student attainment. In recent theorizing, it has been suggested that cognitive appraisals, as put forth in cognitive appraisal theory, and irrati... Read More about “I must make the grade!”: the role of cognitive appraisals, irrational beliefs, exam anxiety, and affect, in the academic self-concept of undergraduate students.

Children's motivation for moderate-to-vigorous physical activity during the Daily Mile: A theory of planned behaviour perspective (2024)
Journal Article
Gray, P. M., & Evans, A. L. (in press). Children's motivation for moderate-to-vigorous physical activity during the Daily Mile: A theory of planned behaviour perspective. European Physical Education Review, https://doi.org/10.1177/1356336x241236122

Sustained motivation for Daily Mile participation at higher physical activity intensities may contribute to the attainment of children's daily moderate-to-vigorous physical activity (MVPA) targets and long-term health benefits. However, individual va... Read More about Children's motivation for moderate-to-vigorous physical activity during the Daily Mile: A theory of planned behaviour perspective.

University makes me angry: Investigating stimulus-response (S-R) and cognitive-mediation (C-M) emotion beliefs in undergraduate students (2024)
Journal Article
Turner, M. J., Boatwright, D., Evans, A. L., Garip, G., Chandler, C., Chadha, N. J., & Wood, A. G. (in press). University makes me angry: Investigating stimulus-response (S-R) and cognitive-mediation (C-M) emotion beliefs in undergraduate students. PloS one, 19(2), e0294777. https://doi.org/10.1371/journal.pone.0294777

Emotion regulation through cognitive reappraisal is well-studied, but less so are the predispositional and superordinate beliefs that influence reappraisal. Recently, researchers developed the cognitive mediation beliefs questionnaire (CMBQ), which m... Read More about University makes me angry: Investigating stimulus-response (S-R) and cognitive-mediation (C-M) emotion beliefs in undergraduate students.