Gender moderates the association between chronic academic stress with top-down and bottom-up attention
Research on the relationship between chronic stress and cognition is limited by a lack of concurrent measurement of state-anxiety, physiological arousal, and gender. For the first time, we assessed the impact of these factors on top-down/conscious (simple and choice reaction time) and bottom-up/refl...
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| Veröffentlicht in: | Attention, perception & psychophysics perception & psychophysics, 2022-02, Vol.84 (2), p.383-395 |
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| creator | Wright, Bradley J. Wilson, Kira-Elise Kingsley, Michael Maruff, Paul Li, Jian Siegrist, Johannes Horan, Ben |
| description | Research on the relationship between chronic stress and cognition is limited by a lack of concurrent measurement of state-anxiety, physiological arousal, and gender. For the first time, we assessed the impact of these factors on top-down/conscious (simple and choice reaction time) and bottom-up/reflexive (saccadic reaction time) measures of attention using CONVIRT virtual-reality cognitive tests. Participants (
N
= 163) completed measures of academic stress (effort-reward imbalance; ERI) and state-anxiety while heart-rate variability was recorded continuously throughout the experiment. Gender moderated the association between academic stress with the top-down measures (
b
= -0.002,
t
= -2.023,
p
= .045;
b
= -0.063,
t
= -3.080,
p
= .002) and higher academic stress was associated with poorer/slower reaction times only for male participants. For bottom-up attention, heart rate variability moderated the relationship between academic stress and saccadic reaction time (
b
= 0.092,
t
= 1.991,
p
= .048), and only female participants who were more stressed (i.e., ERI ≥ 1) and displayed stronger sympathetic dominance had slower reaction times. Our findings align with emerging evidence that chronic stress is related to hyperarousal in women and cognitive decrements in men. Our findings suggest that higher ERI and sympathetic dominance during cognitive testing was associated with poorer bottom-up attention in women, whereas for men, academic stress was related with poorer top-down attention irrespective of sympathovagal balance. |
| doi_str_mv | 10.3758/s13414-022-02454-x |
| format | Article |
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N
= 163) completed measures of academic stress (effort-reward imbalance; ERI) and state-anxiety while heart-rate variability was recorded continuously throughout the experiment. Gender moderated the association between academic stress with the top-down measures (
b
= -0.002,
t
= -2.023,
p
= .045;
b
= -0.063,
t
= -3.080,
p
= .002) and higher academic stress was associated with poorer/slower reaction times only for male participants. For bottom-up attention, heart rate variability moderated the relationship between academic stress and saccadic reaction time (
b
= 0.092,
t
= 1.991,
p
= .048), and only female participants who were more stressed (i.e., ERI ≥ 1) and displayed stronger sympathetic dominance had slower reaction times. Our findings align with emerging evidence that chronic stress is related to hyperarousal in women and cognitive decrements in men. Our findings suggest that higher ERI and sympathetic dominance during cognitive testing was associated with poorer bottom-up attention in women, whereas for men, academic stress was related with poorer top-down attention irrespective of sympathovagal balance.</description><identifier>ISSN: 1943-3921</identifier><identifier>EISSN: 1943-393X</identifier><identifier>DOI: 10.3758/s13414-022-02454-x</identifier><identifier>PMID: 35178679</identifier><language>eng</language><publisher>New York: Springer US</publisher><subject>Anxiety ; Anxiety - psychology ; Behavioral Science and Psychology ; Cognition & reasoning ; Cognition - physiology ; Cognitive Psychology ; Cognitive Tests ; College Students ; Female ; Gender ; Heart rate ; Humans ; Male ; Neuropsychological Tests ; Neuropsychology ; Occupational stress ; Physiology ; Psychology ; Reaction Time ; Reward ; Stress ; Stress, Psychological - psychology ; University students</subject><ispartof>Attention, perception & psychophysics, 2022-02, Vol.84 (2), p.383-395</ispartof><rights>The Author(s) 2022</rights><rights>2022. The Author(s).</rights><rights>Copyright Springer Nature B.V. Feb 2022</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c528t-88b8bd19edbeb8c051a5a7f4293ce158569282f821bd13504cee00e00c3b72663</citedby><cites>FETCH-LOGICAL-c528t-88b8bd19edbeb8c051a5a7f4293ce158569282f821bd13504cee00e00c3b72663</cites><orcidid>0000-0002-6428-9128</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.3758/s13414-022-02454-x$$EPDF$$P50$$Gspringer$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.3758/s13414-022-02454-x$$EHTML$$P50$$Gspringer$$Hfree_for_read</linktohtml><link.rule.ids>230,314,780,784,885,27924,27925,41488,42557,51319</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/35178679$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Wright, Bradley J.</creatorcontrib><creatorcontrib>Wilson, Kira-Elise</creatorcontrib><creatorcontrib>Kingsley, Michael</creatorcontrib><creatorcontrib>Maruff, Paul</creatorcontrib><creatorcontrib>Li, Jian</creatorcontrib><creatorcontrib>Siegrist, Johannes</creatorcontrib><creatorcontrib>Horan, Ben</creatorcontrib><title>Gender moderates the association between chronic academic stress with top-down and bottom-up attention</title><title>Attention, perception & psychophysics</title><addtitle>Atten Percept Psychophys</addtitle><addtitle>Atten Percept Psychophys</addtitle><description>Research on the relationship between chronic stress and cognition is limited by a lack of concurrent measurement of state-anxiety, physiological arousal, and gender. For the first time, we assessed the impact of these factors on top-down/conscious (simple and choice reaction time) and bottom-up/reflexive (saccadic reaction time) measures of attention using CONVIRT virtual-reality cognitive tests. Participants (
N
= 163) completed measures of academic stress (effort-reward imbalance; ERI) and state-anxiety while heart-rate variability was recorded continuously throughout the experiment. Gender moderated the association between academic stress with the top-down measures (
b
= -0.002,
t
= -2.023,
p
= .045;
b
= -0.063,
t
= -3.080,
p
= .002) and higher academic stress was associated with poorer/slower reaction times only for male participants. For bottom-up attention, heart rate variability moderated the relationship between academic stress and saccadic reaction time (
b
= 0.092,
t
= 1.991,
p
= .048), and only female participants who were more stressed (i.e., ERI ≥ 1) and displayed stronger sympathetic dominance had slower reaction times. Our findings align with emerging evidence that chronic stress is related to hyperarousal in women and cognitive decrements in men. Our findings suggest that higher ERI and sympathetic dominance during cognitive testing was associated with poorer bottom-up attention in women, whereas for men, academic stress was related with poorer top-down attention irrespective of sympathovagal balance.</description><subject>Anxiety</subject><subject>Anxiety - psychology</subject><subject>Behavioral Science and Psychology</subject><subject>Cognition & reasoning</subject><subject>Cognition - physiology</subject><subject>Cognitive Psychology</subject><subject>Cognitive Tests</subject><subject>College Students</subject><subject>Female</subject><subject>Gender</subject><subject>Heart rate</subject><subject>Humans</subject><subject>Male</subject><subject>Neuropsychological Tests</subject><subject>Neuropsychology</subject><subject>Occupational stress</subject><subject>Physiology</subject><subject>Psychology</subject><subject>Reaction Time</subject><subject>Reward</subject><subject>Stress</subject><subject>Stress, Psychological - psychology</subject><subject>University students</subject><issn>1943-3921</issn><issn>1943-393X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><sourceid>C6C</sourceid><sourceid>EIF</sourceid><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNp9kUtLJDEQx8Pisr72C3iQgBcv7ebRSacvgoi6C4IXBW8hna6e6WE6GZO0o9_ejOOOj4Mhj4L86l9V_BE6oOSEV0L9iZSXtCwIY_mUoiyefqAdWpe84DW_39rEjG6j3RhnhEguK_ILbXNBKyWregd1V-BaCHjw-TYJIk5TwCZGb3uTeu9wA2kJ4LCdBu96i401LQw5iClAjHjZpylOflG0fumwcS1ufEp-KMYFNimBW6nso5-dmUf4_fbuobvLi9vzv8X1zdW_87PrwgqmUqFUo5qW1tA20ChLBDXCVF3Jam6BCiVkzRTrFKOZ4oKUFoCQvC1vKiYl30Ona93F2AzQ2lw9mLlehH4w4Vl70-vPP66f6ol_1CovLkUWOH4TCP5hhJj00EcL87lx4MeomeSk5iQ3lNGjL-jMj8Hl8VZUJVXudyXI1pQNPsYA3aYZSvTKRr22UWcb9auN-iknHX4cY5Py37cM8DUQ85ebQHiv_Y3sCw-Iq04</recordid><startdate>20220201</startdate><enddate>20220201</enddate><creator>Wright, Bradley J.</creator><creator>Wilson, Kira-Elise</creator><creator>Kingsley, Michael</creator><creator>Maruff, Paul</creator><creator>Li, Jian</creator><creator>Siegrist, Johannes</creator><creator>Horan, Ben</creator><general>Springer US</general><general>Springer Nature B.V</general><scope>C6C</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>4T-</scope><scope>4U-</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>88G</scope><scope>88J</scope><scope>8AO</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AN0</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>K9.</scope><scope>M0P</scope><scope>M0S</scope><scope>M1P</scope><scope>M2M</scope><scope>M2O</scope><scope>M2R</scope><scope>MBDVC</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>7X8</scope><scope>5PM</scope><orcidid>https://orcid.org/0000-0002-6428-9128</orcidid></search><sort><creationdate>20220201</creationdate><title>Gender moderates the association between chronic academic stress with top-down and bottom-up attention</title><author>Wright, Bradley J. ; Wilson, Kira-Elise ; Kingsley, Michael ; Maruff, Paul ; Li, Jian ; Siegrist, Johannes ; Horan, Ben</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c528t-88b8bd19edbeb8c051a5a7f4293ce158569282f821bd13504cee00e00c3b72663</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Anxiety</topic><topic>Anxiety - psychology</topic><topic>Behavioral Science and Psychology</topic><topic>Cognition & reasoning</topic><topic>Cognition - physiology</topic><topic>Cognitive Psychology</topic><topic>Cognitive Tests</topic><topic>College Students</topic><topic>Female</topic><topic>Gender</topic><topic>Heart rate</topic><topic>Humans</topic><topic>Male</topic><topic>Neuropsychological Tests</topic><topic>Neuropsychology</topic><topic>Occupational stress</topic><topic>Physiology</topic><topic>Psychology</topic><topic>Reaction Time</topic><topic>Reward</topic><topic>Stress</topic><topic>Stress, Psychological - psychology</topic><topic>University students</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Wright, Bradley J.</creatorcontrib><creatorcontrib>Wilson, Kira-Elise</creatorcontrib><creatorcontrib>Kingsley, Michael</creatorcontrib><creatorcontrib>Maruff, Paul</creatorcontrib><creatorcontrib>Li, Jian</creatorcontrib><creatorcontrib>Siegrist, Johannes</creatorcontrib><creatorcontrib>Horan, Ben</creatorcontrib><collection>Springer Nature OA/Free Journals</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Docstoc</collection><collection>University Readers</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Social Science Database (Alumni Edition)</collection><collection>ProQuest Pharma Collection</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>British Nursing Database</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Education Database</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>Psychology Database</collection><collection>Research Library</collection><collection>Social Science Database</collection><collection>Research Library (Corporate)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Attention, perception & psychophysics</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Wright, Bradley J.</au><au>Wilson, Kira-Elise</au><au>Kingsley, Michael</au><au>Maruff, Paul</au><au>Li, Jian</au><au>Siegrist, Johannes</au><au>Horan, Ben</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Gender moderates the association between chronic academic stress with top-down and bottom-up attention</atitle><jtitle>Attention, perception & psychophysics</jtitle><stitle>Atten Percept Psychophys</stitle><addtitle>Atten Percept Psychophys</addtitle><date>2022-02-01</date><risdate>2022</risdate><volume>84</volume><issue>2</issue><spage>383</spage><epage>395</epage><pages>383-395</pages><issn>1943-3921</issn><eissn>1943-393X</eissn><abstract>Research on the relationship between chronic stress and cognition is limited by a lack of concurrent measurement of state-anxiety, physiological arousal, and gender. For the first time, we assessed the impact of these factors on top-down/conscious (simple and choice reaction time) and bottom-up/reflexive (saccadic reaction time) measures of attention using CONVIRT virtual-reality cognitive tests. Participants (
N
= 163) completed measures of academic stress (effort-reward imbalance; ERI) and state-anxiety while heart-rate variability was recorded continuously throughout the experiment. Gender moderated the association between academic stress with the top-down measures (
b
= -0.002,
t
= -2.023,
p
= .045;
b
= -0.063,
t
= -3.080,
p
= .002) and higher academic stress was associated with poorer/slower reaction times only for male participants. For bottom-up attention, heart rate variability moderated the relationship between academic stress and saccadic reaction time (
b
= 0.092,
t
= 1.991,
p
= .048), and only female participants who were more stressed (i.e., ERI ≥ 1) and displayed stronger sympathetic dominance had slower reaction times. Our findings align with emerging evidence that chronic stress is related to hyperarousal in women and cognitive decrements in men. Our findings suggest that higher ERI and sympathetic dominance during cognitive testing was associated with poorer bottom-up attention in women, whereas for men, academic stress was related with poorer top-down attention irrespective of sympathovagal balance.</abstract><cop>New York</cop><pub>Springer US</pub><pmid>35178679</pmid><doi>10.3758/s13414-022-02454-x</doi><tpages>13</tpages><orcidid>https://orcid.org/0000-0002-6428-9128</orcidid><oa>free_for_read</oa></addata></record> |
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| language | eng |
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| source | MEDLINE; SpringerNature Journals; Alma/SFX Local Collection |
| subjects | Anxiety Anxiety - psychology Behavioral Science and Psychology Cognition & reasoning Cognition - physiology Cognitive Psychology Cognitive Tests College Students Female Gender Heart rate Humans Male Neuropsychological Tests Neuropsychology Occupational stress Physiology Psychology Reaction Time Reward Stress Stress, Psychological - psychology University students |
| title | Gender moderates the association between chronic academic stress with top-down and bottom-up attention |
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