Psychology Commons^™

Mindfulness: A Look Into The Effects On Performance In The Academic, Work, And Athletic Spaces, Danielle Beder

CMC Senior Theses

Mindfulness and meditation offer many benefits to people in all aspects of life. This paper provides insight to how mindfulness and meditation can affect an individual’s performance. Mindfulness and mediation has emerged as a very popular tool in western therapies in the last 60 years. Through reviewing lots of prior research and literature, the results show that mindfulness can help increase performance. This is done through three mechanisms: emotional regulation, flow state, and cognitive functions. Mindfulness increases an individual's emotional regulation systems through reduced depression and anxiety, increased happiness, and development of emotional intelligence. Mindfulness also increases the frequency of …

The Impact Of Self-Affirmation On Individuals’ Stress Levels And Performance - A Longitudinal Study, Tarana Jhunjhunwala

Scripps Senior Theses

Abstract

The self-affirmation theory postulates that when an individual is faced with a threat, they have an inherent motivation to affirm the positive beliefs they carry about themselves. (Steele, 1988). The use of these affirmations has been shown to be extremely effective in academic environments, boosting performance in students and also reducing their stress levels. However, there is very little research on the long-term effects of Self-affirmations on performance, and negligible research on its long-term effects on stress. This present study will aim to further understand the immediate effects as well as the longitudinal impact of these affirmations on individuals …

Acting Is Repetition, Job Barnett

The STEAM Journal

A short discussion of repetition in acting.

Acquisition And Application Of Expertise At Computer Text Editing By Younger And Older Adults, Alan Hartley, Joellen T. Hartley

Scripps Faculty Publications and Research

Groups of younger and older adults learned to use a computer text editor. Measures of both knowledge and performance were collected at regular intervals. Better recall of material learned was correlated with better performance; there were no age group differences in recalled knowledge or in performance. Models of more skilled individuals showed richer knowledge representations and more sophisticated performance rules than models of less skilled individuals. Age accounted for very little of the variation in skilled performance.