It’s that time of year! Mid-year exams have just finished so it is the perfect time to reflect and start planning for the end of year exams now.
Optimal performance is achieved by the interplay between motivation and systematic preparation. Stress is achieved through a lack of preparation and anxiety.
Some students worry that if they don’t feel stressed, then they’re doing something wrong. Most likely if they are not feeling stressed they have been attending all classes, revising content daily, are up to date with class work and have efficiently been working. I say efficiently because an anxious student staring at an open text book for three hours has not studied, they have stressed.
We know that high math anxiety leads to a smaller working memory (Ashcraft, 2001). We also know that performance pressure harms individuals most qualified to succeed by consuming the working memory capacity that they rely on for their superior performance (Beilock & Carr, 2005). In other words, a very bright student can find themselves underperforming due to stress.
So what is the answer?
Daily exercise and daily revision! The brain activity after exercise is significantly greater than after inactivity. Daily revision leads to mastery, competence and confidence. If a student has revised daily, they are unlikely to have stress to the level that it reduces performance.
About the author:
Dr Julie King is a clinical psychologist who offers psychological services. Her doctorate examined the experience of intellectual giftedness as asynchrony. She has worked with the development of youth and antidepressant protocols in general practice. With a passion for increasing resiliency and coping in young people, Julie is intensively trained in DBT for Borderline Personality Disorder.
Julie works with Anxiety & Phobias, Attention Deficit Hyperactivity Disorder (ADHD), Bipolar Disorder, Depression, Mental illness, Obsessive-Compulsive Disorder (OCD), Panic Disorder, Personality disorders , Relaxation, Stress management, Weight management, Eating Disorders, Bullying, Self-harm, Suicide, Assertiveness training, Behaviour problems, Self-esteem & self development, Divorce/separation, Parenting and Relationships.
Julie is an experienced public speaker who has delivered training to mental health practitioners nationwide. Her training workshops have included Advanced Strategies in DBT, Skills Training in DBT, Individual Psychotherapy in DBT, Basic Counselling Skills, CBT, and Suicide Prevention in Schools.
Julie is on the Executive Team of The Australian DBT Institute. You can access that information at http://dbt.cmhe.org/
Articles: (2019) Experiences of Difference: A Phenomenological Study With Intellectually Gifted Pre-Adolescent/Early Adolescent Boys and Their Mothers, Roeper Review, 41:3, 185-198, DOI: 10.1080/02783193.2019.1622164
Andronaco (King), J.A., Shute, R & McLachlan, A. (2014). Exploring asynchrony as a theoretical framework for understanding giftedness: A case of cognitive dissonance? Roeper Review
Julie has presented at conferences including:
Andronaco (King), J., Andronaco, R., Matthews, B. (2015). Risk Perception as a mechanism to inform drowning prevention in young males. Paper presentation at World Drowning Conference in Penang, Malaysia.
King, J. (2002). The frequency and impact of client suicide on Australian clinical psychologists. Paper presentation at the 9th Suicidal Prevention Australia National Conference, Sydney NSW.
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