在评估情境中,考试焦虑个体通常会表现出广泛的担忧思维和紧张情绪,这会导致注意力资源无法有效分配到当前的认知任务中去,从而使得他们的抑制控制功能受损。义务教育阶段下,学生的考试焦虑情绪愈发明显。探究和讨论考试焦虑对个体抑制...在评估情境中,考试焦虑个体通常会表现出广泛的担忧思维和紧张情绪,这会导致注意力资源无法有效分配到当前的认知任务中去,从而使得他们的抑制控制功能受损。义务教育阶段下,学生的考试焦虑情绪愈发明显。探究和讨论考试焦虑对个体抑制控制功能影响的心理机制和相关影响因素,不仅对于深化理解考试焦虑具有重要意义,同时可以为未来在教育情境中的识别和干预提供指导。本文围绕考试焦虑个体的抑制控制功能这一主题,主要从心理机制、理论基础及局限性进行梳理和讨论。In the assessment context, individuals with test anxiety usually show a wide range of worrying thoughts and nervous emotions, which leads to the inability to allocate attention resources effectively to the current cognitive task. Thus their inhibitory control function is impaired. In the stage of compulsory education, students’ test anxiety becomes more and more obvious. Exploring and discussing the psychological mechanism and related influencing factors of the influence of test anxiety on individual inhibitory control function is not only of great significance for deepening the understanding of test anxiety, but also can provide guidance for future identification and intervention in educational contexts. This paper focuses on the subject of inhibition and control function of test anxiety individuals, mainly from the psychological mechanism, theoretical basis and limitations of the discussion.展开更多
根据国内外最新的调查研究表明,现阶段初中生的考试焦虑程度较高,为了了解现阶段初中生考试焦虑的现状,并根据现状提出有针对性的缓解初中生考试焦虑的应对策略,研究采用考试焦虑量表(TAS)对初中生的考试焦虑进行测量,并对收集到的数据...根据国内外最新的调查研究表明,现阶段初中生的考试焦虑程度较高,为了了解现阶段初中生考试焦虑的现状,并根据现状提出有针对性的缓解初中生考试焦虑的应对策略,研究采用考试焦虑量表(TAS)对初中生的考试焦虑进行测量,并对收集到的数据进行测试和分析,得出以下结果:(1) 初中生的整体考试焦虑处于相对较高的焦虑水平。(2) 初中生的考试焦虑存在明显的年级差异,初三和初二学生的考试焦虑明显高于初一学生。(3) 初中生的考试焦虑存在明显的性别差异。(4) 初中生的考试焦虑在生源地方面没有明显差异。(5) 初中生的考试焦虑在是否独生子女方面没有明显差异。基于以上结论,文章从学校、家庭和个人三方面针对初中生考试焦虑的现状提出了有针对性的应对策略。According to the latest research studies at home and abroad, the test anxiety level of junior high school students at the present stage is relatively high. In order to understand the current situation of test anxiety among junior high school students at the present stage and to propose targeted coping strategies to alleviate the test anxiety of junior high school students according to the current situation, the present study adopts the Test Anxiety Scale (TAS) to measure the test anxiety of junior high school students, and tests and analyses the collected data, which results in the following: (1) The overall test anxiety of junior high school students is at a relatively high anxiety level. (2) There were significant grade-level differences in junior high school students’ test anxiety, with junior high school juniors and sophomores having significantly higher test anxiety than freshmen. (3) There were significant gender differences in test anxiety among junior high school students. (4) There was no significant difference in test anxiety of junior high school students in terms of place of birth. (5) There was no significant difference in junior high school students’ test anxiety in terms of whether they were only children. Based on the above conclusions, the authors propose targeted coping strategies for the current situation of test anxiety among junior high school students from three aspects: school, family and individual.展开更多
文摘在评估情境中,考试焦虑个体通常会表现出广泛的担忧思维和紧张情绪,这会导致注意力资源无法有效分配到当前的认知任务中去,从而使得他们的抑制控制功能受损。义务教育阶段下,学生的考试焦虑情绪愈发明显。探究和讨论考试焦虑对个体抑制控制功能影响的心理机制和相关影响因素,不仅对于深化理解考试焦虑具有重要意义,同时可以为未来在教育情境中的识别和干预提供指导。本文围绕考试焦虑个体的抑制控制功能这一主题,主要从心理机制、理论基础及局限性进行梳理和讨论。In the assessment context, individuals with test anxiety usually show a wide range of worrying thoughts and nervous emotions, which leads to the inability to allocate attention resources effectively to the current cognitive task. Thus their inhibitory control function is impaired. In the stage of compulsory education, students’ test anxiety becomes more and more obvious. Exploring and discussing the psychological mechanism and related influencing factors of the influence of test anxiety on individual inhibitory control function is not only of great significance for deepening the understanding of test anxiety, but also can provide guidance for future identification and intervention in educational contexts. This paper focuses on the subject of inhibition and control function of test anxiety individuals, mainly from the psychological mechanism, theoretical basis and limitations of the discussion.
文摘根据国内外最新的调查研究表明,现阶段初中生的考试焦虑程度较高,为了了解现阶段初中生考试焦虑的现状,并根据现状提出有针对性的缓解初中生考试焦虑的应对策略,研究采用考试焦虑量表(TAS)对初中生的考试焦虑进行测量,并对收集到的数据进行测试和分析,得出以下结果:(1) 初中生的整体考试焦虑处于相对较高的焦虑水平。(2) 初中生的考试焦虑存在明显的年级差异,初三和初二学生的考试焦虑明显高于初一学生。(3) 初中生的考试焦虑存在明显的性别差异。(4) 初中生的考试焦虑在生源地方面没有明显差异。(5) 初中生的考试焦虑在是否独生子女方面没有明显差异。基于以上结论,文章从学校、家庭和个人三方面针对初中生考试焦虑的现状提出了有针对性的应对策略。According to the latest research studies at home and abroad, the test anxiety level of junior high school students at the present stage is relatively high. In order to understand the current situation of test anxiety among junior high school students at the present stage and to propose targeted coping strategies to alleviate the test anxiety of junior high school students according to the current situation, the present study adopts the Test Anxiety Scale (TAS) to measure the test anxiety of junior high school students, and tests and analyses the collected data, which results in the following: (1) The overall test anxiety of junior high school students is at a relatively high anxiety level. (2) There were significant grade-level differences in junior high school students’ test anxiety, with junior high school juniors and sophomores having significantly higher test anxiety than freshmen. (3) There were significant gender differences in test anxiety among junior high school students. (4) There was no significant difference in test anxiety of junior high school students in terms of place of birth. (5) There was no significant difference in junior high school students’ test anxiety in terms of whether they were only children. Based on the above conclusions, the authors propose targeted coping strategies for the current situation of test anxiety among junior high school students from three aspects: school, family and individual.
