不同阅读材料对焦虑的缓解作用

Effects of different reading materials on easing anxiety

目的:探讨不同阅读材料对于焦虑的缓解作用。方法:以自愿方式招募175名普通学生(17～24岁),首先用高难度任务唤起被试的焦虑状态,然后随机将被试分为实验组和对照组,分别阅读领悟类和信息类的文字材料。通过情绪Stroop范式测量两组被试的焦虑水平。采用2×2实验设计,其中阅读材料为被试间因素,包括领悟类和信息类;词汇类型为被试内因素,包括积极词汇和消极词汇。结果:领悟组被试对积极词的反应时短于对消极词的反应时(P<0.05),而信息组被试对两类情绪词的反应时差异无统计学意义(均P>0.05)。结论:研究提示,领悟类材料比信息类材料更有助于缓解焦虑情绪。

Objective： To investigate the effects of reading different materials on easing the test anxiety. Methods： Totally 175 students aged 17 -24 were selected as subjects. After their test anxiety emotions being aroused by highly difficult task, they were randomly divided into realization group and information group to read text types of realization and information, respectively. Then, the two groups were surveyed by the Emotional Stroop task to test the anxiety level. A 2 × 2 experimental design was used, with text types as between-subject factor （ including realization and information texts） and words in stroop task as within-subject factor （including positive and negative words）. Results： The students in the realization group reacted faster to positive words than to negative words [ （511.5 ±127.0） ms vs. （523. 2 ± 140. 8） ms, P 〈 0. 05], while there were no statistic significances in the information group （P 〉0. 05）. The students in the realization group felt less anxiety than the information group （P 〈0. 05） Conclusion： It suggested that realization materials have more easing effects on students＇test anxiety than information materials.