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Anger Makes You Feel Stronger: The Positive Infl uence of Trait Anger in a Real-Life Experiment

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Tibubos A. N., Schnell K., Rohrmann S.
Polish Psychological Bulletin
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2013
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vol. 44
|
issue 2
147-156
EN
Although anger as a negative emotion is associated with unpleasantness, recent research on anger highlights its motivational effect. The present study tested whether individuals experience both, an unpleasant and an activating affect, after real-life provocations. Results revealed that an anger situation evoked not only typical subjective and cardiovascular anger reactions but also a sense of strength, which is a positive affect. A comparison of participants with low versus high anger disposition according to the STAXI-2 at baseline, treatment, and recovery showed that participants with high trait anger consistently scored higher in subjective ratings of feeling strong than their counterparts did. Moreover, we found a larger and longer lasting effect of feeling strong than feeling angry after an anger treatment. Thus, differences in anger disposition infl uence the positive correlation between trait anger and positive affect.
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Test and Math Anxiety: A Validation of the German Test Anxiety Questionnaire

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Schnell K., Tibubos A. N., Rohrmann S., Hodapp V.
Polish Psychological Bulletin
|
2013
|
vol. 44
|
issue 2
193-200
EN
The present study investigated the construct validity of the Test Anxiety Questionnaire (Prüfungsangstfragebogen PAF; Hodapp, Rohrmann, & Ringeisen, 2011), a revised and shortened version of the German Test Anxiety Inventory (TAI-G), by comparing it with math anxiety. A sample of German fi fth- and sixth-grade students (N = 79; 61 % male) was analyzed. Math anxiety was measured by a German adaptation of the Math Anxiety Questionnaire (Fragebogen für Rechenangst FRA; Krinzinger et al., 2007). A signifi cant but moderate correlation between test anxiety and math anxiety was found. In regression analyses, math anxiety predicted math performance whereas test anxiety explained additional variance for both math and overall performance. It can be concluded that math and test anxiety have overlaps, but do not constitute the same construct. Thus, the results support the construct validity of the PAF indicating its usefulness in practical application.
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