目标内容对考试焦虑和测验成绩的影响

The Effect of Goal Framing on Test Anxiety and Test Performance

目的:探讨目标内容对考试焦虑和测验成绩的影响。方法:通过120名被试验证指导语能有效地启动内部、外部和双(内部加外部)目标后,将653名高中学生随机分配到不同目标启动组和控制组,随后测量他们完成测验时的焦虑水平和成绩。结果:(1)内部目标启动组测验成绩最高,焦虑水平最低,并与另外三组差异显著;(2)外部目标启动组测验成绩最低,焦虑水平最高,并与控制组和内部目标启动组差异显著;(3)双目标启动组测验成绩显著低于内部目标启动组,而焦虑水平显著高于内部目标启动组。结论:启动内部目标导致积极效应,启动外部目标导致消极效应;双目标启动时,内部目标并不能显著地抵消外部目标所导致的消极效应。

Objective： The present study designed to explore the effect of goal framing on test anxiety and academic achievement. Methods： One hundred and twenty participants were randomly selected to test the effectiveness of goal prim- ing method. Then 653 high school students were randomly assigned to different goal priming group and control group, and measured their test anxiety and test performance. Results： （!）Compared with control group, extrinsic and dual（intrinsic and extrinsic） goal priming group, intrinsic goal priming significantly improved students＇ test performance and lowered their test anxiety; ~）Compared with control group and intrinsic goal priming group, extrinsic goal priming significantly reduced aca- demic achievement and increased test anxiety; （~）Compared with intrinsic goal priming group, dual goal priming significant- ly reduced academic achievement and increased their test anxiety. Conclusion： Intrinsic goals priming leads to positive ef- fects and extrinsic goals priming leads to negative effects. Intrinsic goals cannot counteract the negative effects caused by extrinsic goals when dual goals were primed.