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dc.contributor.authorBlackmore, Danielle
dc.creatorBlackmore, Danielle
dc.date2021-11-24T14:05:45.000
dc.date.accessioned2021-11-29T12:22:22Z
dc.date.available2021-11-29T12:22:22Z
dc.date.issued2021-05-01
dc.date.submitted2021-08-10T12:59:04-07:00
dc.identifierresearchday/2021/undergradposters/33
dc.identifier.urihttp://hdl.handle.net/20.500.13013/1522
dc.description.abstractThe purpose of this study was looking into the effects of stress and anxiety on undergraduate students’ cognition performance. Specifically, my main study hypothesis is that stress and anxiety has a negative effect on students’ cognition performance, similar to previous research conducted with undergraduates in Midwestern schools that found students who reported stress affecting their academic performance had lower GPA (Frazier et al., 2018). Fifty-two students who were enrolled at colleges and universities participated in my study. Participants ranged from 18-39 years of age, and were primarily enrolled in courses full-time. The study was conducted through an online survey and consisted of questions on stress and anxiety, attention span, memory, and how overwhelmed participants reported feeling in the past month.
dc.titleThe Effects Stress and Anxiety Have on Cognition Performance
dc.typeevent
dc.legacy.pubstatuspublished
dc.legacy.ssustatusUndergraduate
dc.contributor.sponsorDoron-LaMarca, Susan
dc.date.displayMay 2021en_US
dc.legacy.pubtitleResearch Day
dc.legacy.identifierhttps://digitalcommons.salemstate.edu/cgi/viewcontent.cgi?article=1217&context=researchday&unstamped=1
dc.legacy.identifieritemhttps://digitalcommons.salemstate.edu/researchday/2021/undergradposters/33
dc.subject.keywordacademic performance
dc.subject.keywordanxiety
dc.subject.keywordconcentration
dc.subject.keywordStress


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