不同程度考试焦虑个体对情绪信息的注意偏向

The Attentional Bias to Emotional Stimuli in Test Anxious Students

目的:探讨不同考试焦虑程度的大学生个体对情绪词语的注意偏向。方法:本实验随机抽取402名某高校本科在读学生,采用考试焦虑量表并对其进行集体施测,选取高考试焦虑被试和低考试焦虑被试各35名。采用经典点探测任务、实验任务来探讨高低考试焦虑个体对情绪词语的注意偏向。结果:1当词语类型为负性情绪词语,高、低考试焦虑被试对探测刺激与情绪词语位置一致时的反应时显著低于对探测刺激与情绪词语位置不一致时的反应时(t=-3.13,P<0.01);2当词语类型为正性情绪词语,低考试焦虑组被试对探测刺激与情绪词语位置一致时的反应时显著低于对探测刺激与情绪词语位置不一致时的反应时(t=5.57,P<0.01);高考试焦虑组被试对探测刺激与情绪词语位置一致时的反应时和对位置不一致时的反应时不存在显著差异(F=2.07,P>0.05);3高考试焦虑被试对不同词语类型的注意偏向值存在显著性差异(F=5.56,P<0.05);低考试焦虑被试对不同词语类型的注意偏向值存在显著性差异(F=28.38,P<0.01)。结论:1高、低考试焦虑者对负性情绪信息均存在注意偏向;2高考试焦虑者对正性情绪信息不存在注意偏向,低考试焦虑者表现出对正性情绪信息的注意解除;3高考试焦虑被试对不同情绪信息的注意偏向存在差异,低考试焦虑被试对不同情绪信息的注意偏向存在差异。

Objective：To investigate the attentional bias to emotional words of test anxious students . Methods：This study firstly used Test Anxiety Scale to test 402 college students＇s test anxiety .Then 35 low test anxious students and 35 high test anxious students were selected to take part in the dot probe task paradigm experiment .Results：①For negative emotional words , both high and low test anxious students＇reaction time toward the probe stimulus that appeared on the emotional words ＇position were significantly lower than that toward the probe stimulus which did not appear on the emotional words ＇position （t =-3.13,P〈0.01）.②For positive emotional words, low test anxious students＇reaction time toward the probe stimulus that appeared on the emotional words＇position were significantly lower than that toward the probe stimulus which did not appear on the emotional words＇position（t=5.57,P〈0.01）;The high test anxious students＇reaction time showed no significant difference between the two different situation （ F=2.07,P〉0.05）.③Both high test anxious（F=5.56,P〈0.05）students and the low test anxious（F=28 .38 ,P〈0.01 ） students＇attentional bias value of different emotional words showed significant differ -ence .Conclusion：①Both high test anxious students and low test anxious students show negative cogni -tion.②The high test anxious students have no attention bias to the positive emotional information ,and the low test anxious students show attentional disengagement to the positive emotional information .③The high test anxious students show different attentional bias to the positive emotional information versus the nega -tive emotional information ,and the low test anxious students also show different attentional bias to the pos -itive emotional information versus the negative emotional information .