J Anthony Richey1, Bradley A White1, Andrew Valdespino1, Merage Ghane1, Norman B Schmidt2. 1. a Department of Psychology , Virginia Polytechnic Institute and State University , Virginia Tech, 109 Williams Hall, MC0436, Blacksburg , VA 24061 , USA. 2. b Department of Psychology , Florida State University , 1107 W. Call Street, Tallahassee , FL 32304 , USA.
Abstract
BACKGROUND AND OBJECTIVES: Attentional control (AC) is defined as the ability to voluntarily shift and disengage attention and is thought to moderate the relationship between preexisting risk factors for fear and the actual experience of fear. DESIGN: This longitudinal study elaborates on current models of AC by examining whether AC moderates or mediates effects of an ecologically valid stressor (a college examination) and also whether AC is predictive of state-like fear over longer timescales than previously reported. METHODS: Based on previous findings, we hypothesized that AC would moderate the relationship between trait anxiety and affective distress in response to the examination stressor. We also tested a competing mediational model based on AC theory. These models were tested in two separate samples (sample 1, N = 219; sample 2, N = 129; Total N = 348) at two time points, at the beginning of a college semester in a large undergraduate class and 5 minutes prior to a college examination. RESULTS: Mediation but not moderation of anxiety by AC was supported in both samples using multiple dependent measures. CONCLUSIONS: We conclude that AC may be useful in predicting affective distress in naturalistic settings, particularly in cases where anxiety is anticipatory.
BACKGROUND AND OBJECTIVES: Attentional control (AC) is defined as the ability to voluntarily shift and disengage attention and is thought to moderate the relationship between preexisting risk factors for fear and the actual experience of fear. DESIGN: This longitudinal study elaborates on current models of AC by examining whether AC moderates or mediates effects of an ecologically valid stressor (a college examination) and also whether AC is predictive of state-like fear over longer timescales than previously reported. METHODS: Based on previous findings, we hypothesized that AC would moderate the relationship between trait anxiety and affective distress in response to the examination stressor. We also tested a competing mediational model based on AC theory. These models were tested in two separate samples (sample 1, N = 219; sample 2, N = 129; Total N = 348) at two time points, at the beginning of a college semester in a large undergraduate class and 5 minutes prior to a college examination. RESULTS: Mediation but not moderation of anxiety by AC was supported in both samples using multiple dependent measures. CONCLUSIONS: We conclude that AC may be useful in predicting affective distress in naturalistic settings, particularly in cases where anxiety is anticipatory.