不同程度考试焦虑个体对情绪信息的注意偏向差异

The Attentional Bias to Emotional Stimuli in Test-Anxious Students

采用情绪图-词Stroop范式,探究考试焦虑个体在注意偏向上是否存在情绪干扰,以及不同程度考试焦虑个体对情绪信息的注意偏向差异。结果表明:(1)高考试焦虑个体与低考试焦虑个体相比,有对情绪词语更加突出的反应延迟特点,表现出了明显的情绪干扰;(2)高考试焦虑个体与低考试焦虑个体相比,存在更多的负性认知偏向;(3)高考试焦虑个体与低考试焦虑个体相比,在图词不一致的情况下有更多的反应延迟存在。

This article, by using the emotional picture-word Stroop paradigm, aims to explore whether test-anxious students sense emotional interference in attentional bias, and whether they show a difference in attentional bias. The results show the following： （ 1 ） compared with the low test-anxious students, the high test-anxious stu- dents show a significant reactional delay in emotional words and obvious emotional interference; （2） the high test-anxious students show more negative recognition than the low test-anxious students; （3） the high test-anxious students show more reactional delay when the pictures are inconsistent with the words.