情绪调节自我效能感对中学生考试焦虑的影响:情绪调节策略的中介作用（英文）

Regulatory Emotional Self-Efficacy and Test Anxiety: The Mediating Effect of Reappraisal

本研究拟从情绪调节策略角度入手,探讨情绪调节效能感对中学生考试焦虑的影响。研究以年龄15~18岁(M=16.42,SD=1.08)之间的757名中学生为研究对象,采用考试焦虑量表、情绪调节自我效能感量表以及情绪调节策略量表,探讨了情绪调节自我效能感、情绪调节策略(认知重评、表达抑制)与考试焦虑三者之间的关系。研究结果发现,中学生考试焦虑与表达积极情绪自我效能感和管理消极情绪自我效能感之间呈显著负相关,与认知重评策略使用频率之间呈显著负相关;中学生认知重评策略使用频率与表达积极情绪自我效能感和管理消极情绪自我效能感之间呈显著正相关;中学生表达抑制策略使用频率与表达积极情绪自我效能感呈显著负相关,与管理消极情绪自我效能感呈显著正相关;中学生认知重评策略在管理消极情绪自我效能感与考试焦虑之间起部分中介作用。

This study investigated the effect of the emotional regulation on test anxiety of high school students. Partici- pants included 757 secondary school students aged 15 to 18 years（M=16.42, SD=1.08）. Measures were consisted of the Test Anxiety Scale, the Scale of the Regulatory Emotional Self-efficacy, and Emotion Regulation Questionnaire. Results indicated that test anxiety was not only negatively related with perceived self-efficacy in managing negative affect（NEG）, per- ceived self-efficacy in expressing positive affect（POS）, and reappraisal frequency. Meanwhile, there was also a significant positive association of reappraisal frequency with POS and NEG. Additionally, frequency of expressive suppression was neg- atively correlated with POS, and positively related with NEG. Most importantly, the present study observed that reappraisal partly mediated the relationship between perceived self-efficacy in managing negative affect and test anxiety.