Castagna Peter J, Calamia Matthew, Davis Iii Thompson E
College of Agriculture, Louisiana State University, Baton Rouge, Louisiana, USA.
Appl Neuropsychol Child. 2021 Jan;10(1):53-64. doi: 10.1080/21622965.2019.1596809. Epub 2019 Apr 16.
When exploring the relationship anxiety has with IQ, academic achievement studies often rely on diagnostic groups or total scores for an anxiety measure. The differential effects caused by anxiety dimensions, as well as their interactions, were examined with an exploratory method. This study examined the main effect of worry and physiological anxiety as predictors of youths' academic and cognitive functioning. Two samples of youth that presented to an out-patient clinic ( 121, = 10.59, = 2.78, range = 6-16; 92, = 10.07, = 2.76, range = 6-16) were administered well-established performance measures of academic and intellectual functioning, along with a measurement of anxiety. In an exploratory analysis, the interaction between worry and physiological anxiety was the only significant effect, robust across all academic composites and intelligence indices. Physiological anxiety had a differential relationship with academic achievement domains (and processing speed) dependent on levels of worry; low-levels of worry were predictive of improved scores at high, but not low-, levels of physiological anxiety. In contrast, high-, but not low-, levels of physiological anxiety were associated with lower scores when accompanied by elevated levels of worry when predicting intelligence indices.
在探究焦虑与智商的关系时，学业成就研究通常依赖于焦虑测量的诊断分组或总分。采用探索性方法研究了焦虑维度及其相互作用所产生的差异效应。本研究考察了担忧和生理焦虑作为青少年学业和认知功能预测指标的主要效应。选取了两个到门诊就诊的青少年样本（样本1：n = 121，M = 10.59，SD = 2.78，年龄范围 = 6 - 16岁；样本2：n = 92，M = 10.07，SD = 2.76，年龄范围 = 6 - 16岁），对他们进行了成熟的学业和智力功能表现测量以及焦虑测量。在探索性分析中，担忧与生理焦虑之间的相互作用是唯一显著的效应，在所有学业综合指标和智力指数中均表现稳健。生理焦虑与学业成就领域（以及加工速度）的关系因担忧程度而异；低水平的担忧预示着在高生理焦虑水平而非低生理焦虑水平下得分会提高。相反，在预测智力指数时，高生理焦虑水平（而非低生理焦虑水平）与高水平担忧相伴时得分较低相关。
