注意偏向训练对考试焦虑大学生的干预效果

The Effect of Interventions by Attentional Bias Training on Test-Anxious Undergraduates

目的:本研究考察点探测注意偏向训练对考试焦虑大学生的干预效果。方法:依据考试焦虑量表(TAS)、状态特质焦虑量表(STAI-T, STAI-S)和社会期望量表(SDS)上的得分筛选出高、低考试焦虑被试各20名,对两组被试进行10次点探测注意偏向训练。在训练程序中,探测刺激出现在先前呈现的与考试无关图片位置的概率为98%,两种形状的探测刺激出现的概率皆为50%。训练结束后施测相同的量表。结果:高考试焦虑组被试各量表的得分在注意偏向训练之后显著降低,但低考试焦虑组被试的量表得分在训练前后不存在显著性差异。结论:点探测注意偏向训练能够有效降低f高考试焦虑者的焦虑水平,干预效果良好,而对于低考试焦虑者效果不明显。

Objective: In the present study, we applied a pretest-posttest design to observe the effect of inter-ventions by attentional bias training (ABT) on test anxiety. Methods: First a total of 119 under-graduates from Jiangsu volunteered to complete the Chinese version of (a) the Test Anxiety Scale (TAS);(b) the Marlowe-Crowne Social Desirability Scale (SDS);and (c) the State and Trait forms of the State-Trait Anxiety Inventory (STAI-S;STAI-T). Then according to their scores, 20 students were divided into the high test-anxious group and 20 students were divided into the low test-anxious group. Two groups of subjects were given 10 times the dot-probe task, of which the total length was 50 min within two weeks. In the training procedure, the probe stimulus shows a probability of 98% where pictures irrelevant to the test were previously presented, and the probability of the two types of probe stimulus is 50%. After training, the same questionnaire was used to compare the scores of the two groups. Results: Results indicated that the scores significantly decreased after intervention for the high test-anxious group, not the low test-anxious group. Conclusion: ABT based on the dot-probe task can effectively help reduce test anxiety from high test-anxious students in colleges.