使用表达性写作降低高中生考试焦虑的实验研究

An Experimental Study on Reducing Upper Secondary School Students' Test Anxiety with Expressive Writing Exercises

考试焦虑是高中生面临的一个重要问题。本文通过对高一学生实验组38人进行为期一周的表达性写作训练,对照组79人进行一周一般性写作训练,探究了表达性写作这一新的干预手段对高中生考试焦虑的改善作用。结果发现,进行表达性写作后,实验组的焦虑水平显著降低,而进行一般性写作的对照组则随着考试时间的临近呈现上升趋势;实验组和对照组的考试焦虑前后测的差值有显著的差别。说明表达训练能有效地降低高中学生的考试焦虑水平。

Test anxiety is a vital issue facing upper secondary school students. This study, by testing 38 upper secondary school students in Grade 1, who were asked to do a one-week-long expressive writing exercise as the experimental group, and 79 upper secondary school students in Grade 1, who were asked to do a one-weeklong general writing exercise as the control group, aims to explore the positive effect of expressive writing on upper secondary school students＇ test anxiety. The results show the following： In the pre-test, the experimental group and the control group showed no difference in test anxiety; in the post-test, the experimental group showed significantly reduced test anxiety, whereas the control group tended to show increasing test anxiety as the final test approached; and the two groups showed significant difference in test anxiety during the pre- and post-test. This indicates that expressive writing can effectively reduce upper secondary school students＇ test anxiety.