Evidence map›Paper›PMID 38414009›Full record

ArticleBMC psychology2024

The effect of working memory training on test anxiety symptoms and attentional control in adolescents.

Chunling Xu, Hua Wei

Open access · goldAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in BMC psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
3.0field-weighted citation impact, top 9% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed, 6 citations in OpenAlex.

  1. Trial
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

2 authors at 1 institution in 1 country.

Chunling XuDepartment of Psychology, Suzhou University of Science and Technology, 99 Xuefu Road, Huqiu District, 215009, Suzhou, Jiangsu, China.
Hua WeiDepartment of Psychology, Suzhou University of Science and Technology, 99 Xuefu Road, Huqiu District, 215009, Suzhou, Jiangsu, China. weihuaweihua@163.com.ORCID http://orcid.org/0000-0003-0645-4428
Suzhou University of Science and Technology · CN

Funding

Postgraduate Research & Practice Innovation Program of Suzhou University of Science and Technology SJCX23_1686Project of Social Science Foundation of Jiangsu Province 21JYC007
6 · The paper itself

Abstract

objectiveThe percentage of adolescents with test anxiety is increasing rapidly. Working memory (WM) training has been demonstrated to reduce anxiety levels and enhance attentional control in individuals. Therefore, we investigated whether adaptive dual n-back WM training could lower test anxiety level and improve attentional control in adolescents.

methodsForty adolescents were allocated to either adaptive dual n-back WM training (n = 21) or non-adaptive dual 1-back WM training (n = 19) for 10 days. The Test Anxiety Scale was applied to measure individuals' test anxiety symptoms. The Attentional Control Scale (ACS), the flanker task, and the Go/Nogo task were used to measure attentional control.

resultsCompared with the control group, the training group reported significantly relief of test anxiety symptoms; however, there were no significant differences between the two groups in pre-to-post changes in ACS scores or performance on the flanker task and Go/Nogo task.

conclusionIn sum, adaptive dual n-back WM training effectively reduced adolescents' level of test anxiety but did not improve their attentional control.

Indexed as

Memory, Short-TermTest AnxietyAdolescentAnxietyAttentionCognitive TrainingHumansAdolescentAttentional controlInterventionTest anxietyWorking memory training

Identifiers

PMID38414009
PMCPMC10900565
OpenAlexW4392185899

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.