不同认知条件对考试焦虑者的影响

Influence of Cognition on Test Anxiety

目的 :探讨不同认知条件对考试焦虑者的影响。方法 :采用考试焦虑量表、认知干扰问卷和字母变换任务对 180名大二焦虑学生进行研究。结果 :高考试焦虑者在集中注意条件下的成绩明显高于控制条件下的成绩。高考试焦虑者在控制条件下的成绩明显低于中、低考试焦虑者。放松条件对高考试焦虑者有积极作用 ,对中、低考试焦虑者有消极作用。高考试焦虑者比中、低考试焦虑者有更多的认知干扰。结论

Objective:To study the influence of cognition on test anxiety Method: 520 college students completed TAS (test anxiety scale) We selected 180 of them according to the score of TAS, 60 with high scores, 60 with middle scores and the other 60 with low scores Cognitive interference questionnaire and anagrams task were assigned to the 180 subjects Result: Students with high test anxiety had higher scores in anagrams task under attention directing condition than they did under the control condition They had lower scores in anagrams task under the control condition than those with moderate or mild test anxiety did under the same situation Relaxation had positive effect on performance of students with high test anxiety, but had negative effect on performance of those with moderate or mild test anxiety There were more cognitive interference in students with high test anxiety than in students with moderate or mild test anxiety Conclusion:Cognition has different effect to students with different test anxiety levels