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Effect of Eustress, Flow, and Test Anxiety on Physical Therapy Psychomotor Practical Examinations Todd Joseph Bourgeois Walden University

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Effect of Eustress, Flow, and Test Anxiety on Physical Therapy Psychomotor Practical Examinations Todd Joseph Bourgeois Walden University Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2018 Effect of Eustress, Flow, and Test Anxiety on Physical Therapy Psychomotor Practical Examinations Todd Joseph Bourgeois Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Educational Psychology Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, and the Quantitative Psychology Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Todd J. Bourgeois has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. C. Diebold, Committee Chairperson, Psychology Faculty Dr. Anthony Perry, Committee Member, Psychology Faculty Dr. Anne Morris, University Reviewer, Psychology Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2018 Abstract Effect of Eustress, Flow, and Test Anxiety on Physical Therapy Psychomotor Practical Examinations by Todd J. Bourgeois MA, Walden University, 2016 BS, McNeese State University, 2005 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Health Psychology Walden University November 2018 Abstract Students at the graduate level undergo higher levels of stress compared to their peers, and this stress is known to affect academic performance. Most of the research is focused on the negative aspect of stress. Positive psychology aspects, such as eustress and flow, are related to success in some activities; however, it is unknown whether these correlate with academic performance. Several stress-related theories—Yerkes-Dodson curve, cybernetics, conservation of resources, and choking under pressure—guided this quantitative study of the effects of eustress, flow, and cognitive test anxiety (CTA) on a psychomotor practical examination for physical therapy students. A sample of 192 physical therapy graduate students across 3 campuses and 5 programs participated. Immediately following a standard psychomotor practical examination, and prior to any performance feedback, participants’ levels of eustress, flow, and CTA were measured. All 3 variables had statistically significant bivariate correlations with exam score, and in the expected direction. In a standard multiple regression flow was the only statistically significant predictor; exam scores increased as flow increased. A follow-up analysis revealed that flow mediated (a) the positive relationship between eustress and exam score, and (b) the negative relationship between CTA and exam score, mitigating CTA’s negative effect. Results suggest positive social change interventions focused on enhancing positive psychological states could improve academic performance and clinical training, leading to better clinical practice performance and outcomes for patients. Effect of Eustress, Flow, and Test Anxiety on Physical Therapy Psychomotor Practical Examinations by Todd J. Bourgeois MA, Walden University, 2016 BS, McNeese State University, 2005 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Health Psychology Walden University November 2018 Dedication I would like to dedicate this work to the students, researchers, and people it may serve in the future. As a new researcher, I am honored to contribute to the body of knowledge that has the potential to shape the world into a better place. My parents, Charles and Valerie Bourgeois, and my brothers, Jason and Kyle Bourgeois, have given me the tools and life lessons to bring me to the point in life I am now. I truly cannot express what they mean to me and I would like to dedicate this dissertation to them for all the support and strength they give me daily. Acknowledgments The following dissertation would not have been accomplished without the support and guidance of my chair, Dr. Tom Diebold, committee member, Dr. Anthony Perry, and URR, Anne Morris. Your feedback and critical analysis of my work has helped me grow in many ways as a professional and I aim to take these skills into my work as a continuing researcher to make a positive social change. I would also like to acknowledge all my colleagues who helped me with the dissertation process and data collection. Without you this work could not have been completed. Table of Contents Chapter 1: Introduction to the Study ....................................................................................1 Introduction ....................................................................................................................1 Background of the Study ...............................................................................................4 Problem Statement .........................................................................................................7 Purpose of the Study ......................................................................................................9 Research Question(s) and Hypotheses .........................................................................10 Theoretical Foundation ................................................................................................11 Nature of the Study ......................................................................................................14 Definitions....................................................................................................................16 Assumptions .................................................................................................................18 Scope and Delimitations ..............................................................................................20 Limitations ...................................................................................................................22 Significance of the Study .............................................................................................24 Summary and Transition ..............................................................................................25 Chapter 2: Literature Review .............................................................................................27 Introduction ..................................................................................................................27 Literature Search Strategy............................................................................................28 Theoretical Foundation ................................................................................................29 Relevant Theories on Eustress ............................................................................. 30 Relevant Theories on Flow Theory....................................................................... 33 Relevant Theories on Cognitive Test Anxiety ...................................................... 35 i Literature Review.........................................................................................................39 Literature Review on Eustress .............................................................................. 39 Literature Review on Flow ................................................................................... 46 Literature Review on Cognitive Test Anxiety ...................................................... 59 Literature Review on Academic Performance ...................................................... 65 Summary and Conclusions ..........................................................................................68 Chapter 3: Research Method ..............................................................................................71 Introduction ..................................................................................................................71 Research Design and Rationale ...................................................................................72 Methodology ................................................................................................................76 Population ............................................................................................................. 76 Sampling and Sampling Procedures ..................................................................... 77 Procedures for Recruitment, Participation, and Data Collection (Primary Data) .......................................................................................................... 79 Instrumentation and Operationalization of Constructs ......................................... 82 Demographic Information ..................................................................................... 83 Eustress ................................................................................................................. 83 Flow 85 Cognitive Test Anxiety ......................................................................................... 87 Academic Performance ......................................................................................... 90 Data Analysis Plan .......................................................................................................90
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