书写表达技术对高考生考试焦虑的干预研究

Intervention of perspective of writing skills on the test anxiety of senior high school students

目的考察书写表达技术对高考生焦虑情绪问题的干预效果及起效机制。方法运用书写表达技术对96名高考学生进行连续4周、每周15~30 min的书写表达干预,分析干预前后被试的考试焦虑量表(TAI)、状态特质焦虑量表(STAI)、事件影响量表(IES)和贝克抑郁量表(BDI)的得分情况。结果书写表达中的认知加工词增多可以降低高中生对考试的闯入思维(F=5.777,ρ=0.019,η_(ρ)^(2)=0.087)和特质焦虑水平(F=4.193,ρ=0.045,η_(ρ)^(2)=0.064);书写内容中情绪词比例增多可以增加高中生的考试焦虑水平(F=4.471,ρ=0.039,η_(ρ)^(2)=0.069)、状态焦虑水平(F=6.861,ρ=0.011,η_(ρ)^(2)=0.103)、闯入思维水平(F=8.697,ρ=0.005,η_(ρ)^(2)=0.127)和抑郁水平(F=4.812,ρ=0.032,η_(ρ)^(2)=0.074)。结论书写内容中认知词和情绪词比例的增加对高中生的情绪状态产生不同的影响。

Objective To investigate the effect and mechanism of expressive writing intervention on the emotional problems of senior high school students. Methods Ninety-six senior high school students were given15-30 minutes of expressive writing intervention every week for four consecutive weeks. The scores of the participants were analysed before and after the intervention based on the following indicators : Test Anxiety Inventory(TAI), State-Trait Anxiety Inventory(STAI), Impact of Event Scale(IES), and Beck Depression Inventory(BDI). Results An increase in the proportion of cognitive words in the writing content reduced senior high school students′ intrusive thinking regarding exams(F=5.777, ρ=0.019, η_(ρ)^(2)=0.087) and trait anxiety leve-land trait anxiety level(F=4.193, ρ=0.045, η_(ρ)^(2)=0.064). Conversely, an increase in the proportion of emotional words in the written content can enhance their test anxiety level(F=4.471, ρ=0.039, ηρ2=0.069), state anxiety level(F=6.861, ρ=0.011, η_(ρ)^(2)=0.103), intrusive thinking(F=8.697, ρ=0.005, η_(ρ)^(2)=0.127) and depres-sion(F=4.812,ρ=0.032, η_(ρ)^(2)=0.074). Conclusion An increase in the proportion of cognitive and emotional words in the written content has different effects on the emotional state of senior high school students.