| Summary: | Anxiety among undergraduate students represents a significant concern, potentially impairing cognitive functions essential for academic success. This study investigates the relationship between state anxiety and three core executive functions—updating, inhibition, and shifting—using a sample of 235 undergraduates from Nanyang Technological University (NTU) in Singapore. Employing a correlational, experience sampling method, participants' state anxiety was assessed based on completion of the STAI Y-6 and the respective tasks measuring each executive function over seven days. Findings revealed that state anxiety did not significantly predict performance on the updating (Two Back task), inhibition (Go/No-Go task), or shifting (Magnitude Parity task) executive functions. However, a significant predictive relationship was observed between state anxiety and self-reported mental exhaustion, suggesting a nuanced interplay between anxiety and cognitive processes. Despite these non-significant findings, the study contributes to the understanding of the impact of anxiety on cognitive functioning, highlighting the importance of considering task-specific characteristics and individual differences in future research.
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