Analysis of Non-English Major College Students’Test Anxiety in CET-4

Test anxiety, which means individuals show excessive worry, nervousness and anxiety in examination contexts, is becoming a more and more common phenomenon. A moderate level of test anxiety will motivate students while a too high or too low level of test anxiety will influence students’ academic performance and their cognitive abilities. Most present researches are focused on secondary school students or on the final exam of a specific school. Few researches on college students and standard tests can be found. Therefore, the researcher took 255 college students as samples to investigate the test anxiety level of non-English majors, their attitudes towards different test tasks (ATDTT) and the correlation between them. The results of the research are as follows: Firstly, the students from non-English majors are at the lower of a moderate test anxiety level in CET-4 and there is no significant gender difference. Secondly, among the four sections in CET-4, students are most positive in writing, less positive in translation and reading, and the least positive in listening. Thirdly, students’ ATDTT in CET-4 are negatively correlated with total test anxiety, cognitive anxiety and emotional anxiety. The researcher hopes this research can offer some help to teachers and students in need.

Clinical-DNA Correlates of Anxiety in Patients with Ehlers-Danlos Syndrome

Introduction: Anxiety disorders have a lifetime prevalence of 34% with a similar level of heritability (31%) yet lack objective markers that could differentiate patients with underlying conditions. Up to 60%-70% of patients with Ehlers-Danlos syndrome have anxiety that meets criteria of generalized anxiety disorder, their clinical-DNA findings worth examining as biomarkers for patients with generalized anxiety. Method: Of the 1899 patients diagnosed with Ehlers-Danlos syndrome, 1261 were systematically evaluated for 80 history and 40 physical findings and separated into 826 who reported anxiety and 435 who did not. The most consistently reported or management-directing 60 of these clinical findings were, along with variations in genes relevant to these disorders, examined for association with anxiety. Results: Among the 30 anxiety- associated findings judged most predictive of Ehlers-Danlos syndrome in patients with anxiety were expected ones of adrenergic stimulation (difficulty concentrating-87% frequency and 1.26 anxiety/no anxiety ratio;chronic fatigue-84%, 1.17;sleep issues 69%, 1.52 that are criteria for generalized anxiety disorder) or of cholinergic suppression (e.g., frequent nausea 64%, 1.26). Less associated but more discriminating for underlying disease were those reflective of neuromuscular impact (e.g., chronic daily headaches 76%, 1.12);hypermobility (e.g., awareness of flexibility 72%, 1.03), or skin changes (e.g., elasticity around jaw 71%, 1.06). Anxiety-associated DNA variants included 54 of 88 in collagen type I/V/VII/IX genes, 14 of 16 in sodium channel SCN9A/10A/ 11A genes, 59 of 85 in POLG/MT-DNA genes, and 21 of 28 in profilaggrin- FLG genes that respectively impacted tissue laxity, sensory neural, autonomic-mitochondrial, and autonomic-inflammatory functions. Conclusion: Analysis of pathogenetic mechanisms in Ehlers-Danlos syndrome selected some 50 clinical-DNA findings useful for its diagnosis in those with generalized anxiety disorders.

Investigation on Relationship between Test Anxiety and Academic Performance of Nursing and Midwifery Students in Tabriz and Maragheh—Iran

Background and Aim: Given the dramatic decline in the ability of test due to test anxiety, the goal of this study was to evaluate the relationship between test anxiety and academic performances in students. Materials and Methods: This descriptive-analytical study was performed on 216 Iranian nursing and midwifery students in 2011-2012, utilizing Sarason Anxiety Inventory, demographic checklist and the average mark of students in the period of midterm and final exam. Multinomial logistic regression analyses by reporting odds ratios and their 95% confidence intervals were performed by SPSS17 software to assess the relationship between test anxiety and academic performances. Results: Mild, moderate and sever test anxiety was observed in 30.6, 43.1 and 26.4 percent of students respectively. Test anxiety was significantly related to academic performance (average), major and city. Also, there was 52.9% decrease for odds of having sever anxiety (compared to mild anxiety) with 1 point increase in average (OR = 0.471, 95% CI = (0.298 - 0.745) and p = 0.001). Conclusions: Due to inverse relationship between test anxiety and academic performance, performing preventive programs such as in time treatment of anxiety, empowering the students to deal with anxiety and conducting consulting services for how to studying are very important. Consequently it would be a big step in decreasing the test anxiety and therefore in improving the academic performance.

Recent advances in anxiety disorders:Focus on animal models and pathological mechanisms

Anxiety disorders have become one of the most severe psychiatric disorders,and the incidence is increasing every year.They impose an extraordinary personal and socioeconomic burden.Anxiety disorders are influenced by multiple complex and interacting genetic,psychological,social,and environmental factors,which contribute to disruption or imbalance in homeostasis and eventually cause pathologic anxiety.The selection of a suitable animal model is important for the exploration of disease etiology and pathophysiology,and the development of new drugs.Therefore,a more comprehensive understanding of the advantages and limitations of existing animal models of anxiety disorders is helpful to further study the underlying pathological mechanisms of the disease.This review summarizes animal models and the pathogenesis of anxiety disorders,and discusses the current research status to provide insights for further study of anxiety disorders.

Test anxiety in objective structured clinical examinations (OSCEs) compared with traditional assessment methods in undergraduate midwifery students

BACKGROUND: Final comprehensive exam is the most important examination for midwifery students to evaluate their professional ability and Test anxiety is a common phenomenon among college students. Because test anxiety is one of the problems of educational systems, this study was performed to compare test anxiety in objective structured clinical examinations (OS-CEs) and traditional assessment methods (TAM) among Undergraduate Midwifery Students. Methods: In this descriptive-analytical study, 52 students of Babol Midwifery College were participated in the study. 20 students were evaluated using TAM in November 2010, and 32 students were evaluated using the OSCE method in July 2011. Data were collected via a two-component questionnaire including demographic data and the test anxiety inventory (TAI). Results: All of midwifery students were women;the mean age of students, ages of father and mother’s were 23.1 ± 0.7, 52.3 ± 3.5 and 47.8 ± 4.9 years, respectively. Most of the students were single (61.5%). The mean education levels of father and mother’s were 11.6 ± 4.5 and 9.9 ± 4.0 years, respectively. The mean score of test anxiety in students was 42.51 ± 13.16. The most of participants did have moderate test anxiety (56.9%), two present not had any test anxiety, 37.3% had low test anxiety, and 3.9% had severe test anxiety. In sum, 98% had some degrees of test anxiety. There were the statistical differences in the mean score of text anxiety in OSCEs Compared with TAM in Undergraduate Midwifery Students (39.38 ± 13.81 vs. 47.35 ± 10.67, P = 0.033). Also, the mean severity of anxiety was different in two groups. The mean of moderate/severe test anxiety was more in TAM compared with OSCEs (52.57% vs. 49.56%, p = 0.000). The test anxiety had a positive correlation with father’s education, mother’s education (0.286, p = 0.042), father’s age, mother’s age, marital status, residency (0.292, p = 0.042). Also, there are negative correlations with student age, satisfaction, total Grade Point Average (GPA) (-0.387, p = 0.007), final score, type of assessment (-0.298, p = 0.033). There is a significant difference between the severity anxiety residency in total (p = 0.10) and OSCEs (p = 0.049) groups, mother’s education in total (p = 0.005) and OSCEs groups (0.012) and GPA (p = 0.028). Conclusion: OSCEs were superior to TAM in the reduction of test anxiety in midwifery students. The prevalence of test anxiety was in TAM than OSCEs method;therefore, using OSCEs is acknowledged as an effective assessment tool and is seen as the gold standard for evaluating clinical performance.

Randomized trial estimating effects of hypnosis versus progressive muscle relaxation on medical students’test anxiety and attentional bias

BACKGROUND Test anxiety is prevalent among medical students and leads to impaired academic performance.Test-related attentional bias has been identified as an important maintaining factor in test-anxious individuals.AIM To evaluate whether hypnosis and progressive muscle relaxation(PMR)could modify medical college students’test anxiety and attentional bias.METHODS A total of 598 medical students were screened.The participants were divided into higher and lower test anxiety groups according to their scores on the test anxiety scale(TAS).Ninety medical college students with high TAS score were randomly assigned to a hypnosis or PMR group.Another 45 students with low TAS score were included,forming a baseline control group.The intervention was conducted weekly for 6 wk,and each session lasted approximately 30 min.The total intervention time and the number of intervention sessions for the hypnosis and PMR groups were equal.Data were collected at the pretest,posttest,and 2-mo follow-up.RESULTS Hypnosis group participants had a significantly lower TAS score at posttest(t=-21.827,P<0.001)and at follow-up(t=-14.824,P<0.001),compared to that at pretest.PMR group participants also had a significantly lower TAS score at posttest(t=-10.777,P<0.001)and at follow-up(t=-7.444,P<0.001),compared to that at pretest.At the posttest level,the hypnosis group had a significantly lower TAS score than the PMR group(t=-3.664,P<0.001).At the follow-up level,the hypnosis group also had a significantly lower TAS score than the PMR group(t=-2.943,P=0.004).Clinically significant improvement was found in both the hypnosis and PMR groups(hypnosis=64.0%;PMR=62.22%).Hypnosis was more effective than PMR in reducing test anxiety among medical college students.Hypnosis could modify attentional bias toward threatening stimuli,but PMR could not.CONCLUSION These results suggest that attentional bias plays an important role in test anxiety treatment.

Effectiveness of Virtual Reality for Pediatric Pain and Anxiety Management during Skin Prick Testing

This study investigated the effectiveness of virtual reality (VR) distraction, compared to comic book distraction and no distraction, in reducing pain and anxiety during a medical procedure in a pediatric population: the skin prick test. Although this test has many advantages and is considered to be minimally invasive, it causes anxiety and painful discomfort in children. Ninety-two children aged 7 to 17 years consulting for an allergic test received VR distraction, comic book distraction, or no distraction. Outcome measures included pain score, level of anxiety, and VR measures. The results showed that there were no significant differences between the three groups regarding sex, age, and preprocedural anxiety level. In the distraction groups (VR and comic book), children reported significantly lower pain and procedural anxiety scores than children with no distraction;VR distraction had a more significant effect than comic book distraction. A decrease in anxiety before and during the skin prick test is significantly more significant in VR distraction. This study suggested the effectiveness and feasibility of VR to reduce pain and anxiety during the pediatric skin prick test.

Oral but not written test anxiety is related to social anxiety

AIM To examine the associations of test anxiety(TA) in written vs oral exam situations with social anxiety(SA).METHODS A convenience sample of 204 students was recruited at the Technische Universit?t Dresden(TU Dresden,Germany) and contacted via e-mail asking to complete a cross-sectional online survey based on established questionnaires.The study protocol was approved by the ethics committee of the TU Dresden.Full data of n = 96 students were available for dependent t-tests and correlation analyses on the associations of SA and TA respectively with trigger events,cognitions,safety behaviors,physical symptoms and depersonalization.Analyses were run using SPSS.RESULTS Levels of TA were higher for fear in oral exams than for fear in written exams(M = 48.1,SD = 11.5 vs M = 43.7,SD = 10.1 P < 0.001).Oral TA and SA were positively correlated(Spearman's r = 0.343,P < 0.001;Pearson's r = 0.38,P < 0.001) contrasting written TA and SA(Spearman's r = 0.17,P > 0.05;Pearson's r = 0.223,P > 0.05).Compared to written TA,triggerevents were more often reported for oral TA(18.2% vs 30.3%,P = 0.007);which was also accompanied more often by test-anxious cognitions(7.9% vs 8.5%,P = 0.001),safety behavior(8.9% vs 10.3%,P < 0.001) and physical symptoms(for all,P < 0.001).CONCLUSION Written,but not oral TA emerged being unrelated to SA and may rather not be considered as a typical facet of SA disorder.

A Study on Test Anxiety and Feasible Solutions

The paper studies into test anxiety in light of its great influences on individuals.This paper also shows that quite a few individuals in high school are hindered by high level of test anxiety and there is a close relationship between the level of test anxiety and eight cognitive factors.Finally,feasible solutions are provided to reduce test anxiety efficiently.

Neurofeedback Treatment of College Students' Test on Anxiety, Depression, Personality, and Mood

Biofeedback is used to treat the mental diseases of college students, such as test anxiety, depression, personality, and mood. Anxiety of the colleague students was first tested by test anxiety scale （TAS） and then treated by biofeedback. After getting the biofeedback treatment, the students＇ TAS scores, blood volume pulse, and skin conductance were decreased, especially, their TAS scores dropped markedly. Meanwhile, the level of EEG （61 rhythm/a rhythm） and peripheral temperature increased observably. Then, neurofeedbaek （β1 rhythm/α rhythm） was applied to treat students＇ depression, personality, and mood. As a result, these three kinds of symptoms got alleviated. And their therapeutic effects based on neurofeedback were more stable, durative and less reerudescent.

家庭社会经济地位对学生社会与情感能力的影响——成长型思维和学业焦虑的链式中介作用

本研究基于2023年济南参加OECD社会与情感能力测评的数据,聚焦家庭社会经济地位对学生社会与情感能力的影响,并尝试从学生成长型思维和学业焦虑两个视角出发,探讨两个变量在家庭社会经济地位影响学生社会与情感能力的中介机制。研究结果表明:(1)家庭社会经济地位、成长型思维都对学生社会与情感能力产生显著正向影响,学业焦虑对学生社会与情感能力产生显著负向影响;(2)成长型思维发挥着显著正向中介作用,即家庭社会经济地位通过成长型思维的中介作用对学生社会与情感能力产生积极促进作用;(3)学业焦虑作为中介变量呈现显著负向中介效应,表明家庭社会经济地位通过学业焦虑的中介作用对学生社会与情感能力产生不利影响;(4)研究进一步揭示了成长型思维和学业焦虑之间显著正向的链式中介作用,即家庭社会经济地位通过影响学生的成长型思维,进而调节学生的学业焦虑水平,最终对学生社会与情感能力产生综合影响。基于实证结果的讨论,本研究针对学生社会与情感能力发展水平的提升提出三方面建议:一是给予家庭社会经济地位较弱的学生群体更多资源和平台的支持;二是以学校为主阵地,系统建立成长型思维培养的路径机制;三是推进家校联动,共同破解青少年学业焦虑难题。

考试焦虑障碍临床诊疗中国专家共识

考试焦虑障碍是一组与考试等评价性刺激相关的综合征,是考试带来的较为严重的心理问题之一。长期的考试焦虑容易引起紧张、恐惧、烦躁、抑郁等负性情绪,损害个体的工作记忆、注意等认知能力,严重的甚至会导致个体出现自杀意念。为进一步规范考试焦虑障碍的临床诊疗,在中华医学会心身医学分会考试焦虑协作组的组织下,由13名专家组成专家组,包括精神科医师和心理学专家,基于国内外文献和临床诊疗经验等制定本专家共识,以期从流行病学、病因、临床表现、评估、治疗等方面为临床医生提供科学、全面的指导。

考试焦虑的特性表征、形成因素与纾解路径——莫施·蔡德纳考试焦虑学说述评

考试焦虑是学生在考试过程中,担心可能的消极考试后果或考试失败而表现出的一系列认知、情感和行为等反应。蔡德纳作为考试焦虑研究领域的代表性人物,综合借鉴压力交易理论、情感认知评价理论和关怀理论等学科视角及其观点,阐释了考试焦虑的系统学说。考试焦虑生发于考试测评,贯穿于考试过程,统整于显隐要素,受到时空交织下的考试竞争文化、学习过程中的关键人事、考试氛围下的任务变量以及自我认知评价等多方面因素的影响。为有效纾解学生的考试焦虑,可以从营建良性考试竞争文化入手,以预防知识嵌入课程为支撑,将多元适中的考试命题作为保障,依托他者关怀行为实施以及开展正向自我认知评价,弱化并消除考试焦虑对学生学习过程和成长发展产生的负向影响。

基于经颅多普勒直立倾斜试验分析焦虑抑郁患者自主神经功能的特征

目的:基于经颅多普勒(TCD)直立倾斜试验分析焦虑抑郁患者自主神经功能的特征。方法:选择2021年3月至2023年2月就诊于本院的焦虑抑郁患者80例,作为病例组,另选同期于本院体检的健康者80例,作为对照组。两组均接受TCD、直立倾斜试验与动态心电图(DCG)检查,对比两组W波回调不全发生率、直立倾斜试验血流动力学、TCD脑血流、心率变异性(HRV),Pearson相关性分析直立倾斜试验血流动力学、TCD脑血流与HRV的相关性,绘制ROC曲线分析TCD联合直立倾斜试验预测焦虑抑郁发生的价值。结果:与对照组比较,病例组W波回调不全发生率显著升高,有统计学差异(11.25%VS 0.00%,χ2=5.378,P=0.020);病例组倾斜直立位HR高于对照组,DBP、SV低于对照组(t=6.532、7.944、6.152,P均=0.000);病例组从平卧位至倾斜直立位的DBP、HR、SV变化绝对值高于对照组(t=12.015、6.644、5.635,P均=0.000);病例组倾斜直立位的Vd、Vs、Vm低于对照组,RI、PI高于对照组(t=10.488、3.927、11.256、2.298、5.918,P=0.000、0.000、0.000、0.023、0.000);病例组从平卧位至倾斜直立位的Vd、Vs、Vm、RI、PI变化绝对值高于对照组(t=9.559、10.943、10.775、10.738、28.236,P均=0.000);病例组LF、HF、PNN50、RMSSD、SDNN低于对照组(t=10.992、12.098、12.376、6.078、7.758,P均=0.000);Pearson相关性分析,从平卧位至倾斜直立位的DBP、HR、SV、Vd、Vs、Vm、RI、PI变化绝对值均与LF、HF、PNN50、RMSSD、SDNN呈负相关(r<0,P<0.05);绘制ROC曲线发现,从平卧位至倾斜直立位的DBP、HR、SV、Vd、Vs、Vm、RI、PI变化绝对值及联合预测焦虑抑郁的AUC分别为0.603、0.728、0.802、0.805、0.756、0.710、0.783、0.739、0.949。结论:TCD联合直立倾斜试验可有效预测焦虑抑郁发生,且二者可反映患者自主神经功能特征。

nNOS-CAPON偶联抑制剂的合成及抗焦虑研究

合成nNOS-CAPON偶联抑制剂并评价其抗焦虑作用。根据nNOS-CPAON蛋白结构域配体结合部位的结构特点设计并合成了一系列缬氨酸类化合物,通过评价化合物抑制nNOS-CAPON蛋白相互作用(PPI)的活性来筛选化合物,并通过高架十字迷宫实验验证其抗焦虑作用。设计并合成了两个系列共15个化合物,其中N-8具有较好的PPI抑制作用,且在高架十字迷宫实验中显著增加小鼠在开臂的停留时间,具有较强的抗焦虑作用。研究丰富了nNOS-CAPON偶联抑制剂的结构类型,并验证了该类型化合物的抗焦虑作用。

精准化运动处方对脑卒中患者焦虑和抑郁状态及认知功能的疗效及机制初探:一项随机对照试验

背景在目前的康复环境下,脑卒中患者的情绪问题以及认知功能障碍较肢体、言语、吞咽等问题隐匿,在临床康复中不被重视,但会造成不良后果,影响康复结局。目前临床治疗上主要依靠药物改善症状,但收效甚微,还会引起一系列的不良反应。目的观察精准化运动处方对脑卒中患者焦虑、抑郁状态以及认知功能的疗效,并初步分析其作用机制。方法选取2022年1月—2023年3月在常州市德安医院康复科住院的脑卒中患者84例,按照随机数字表法分为对照组(42例)和试验组(42例)。对照组给予常规康复治疗,试验组在常规康复的基础上同时实施精准化运动处方,该处方根据心肺运动试验(CPET)的结果精准制订,处方共执行12周。比较两组患者康复训练前后焦虑自评量表(SAS)、抑郁自评量表(SDS)、简易智力状态检查量表(MMSE)评分,以及血浆同型半胱氨酸(Hcy)水平,并将康复训练前患者Hcy水平和SAS、SDS、MMSE评分进行Pearson相关性分析。结果试验组42例患者均顺利完成CPET,以及12周的精准化运动处方康复,无不良事件发生。康复训练前,两组患者SAS、SDS、MMSE评分和Hcy水平比较,差异均无统计学意义(P>0.05)。康复训练后,试验组SAS、SDS评分和Hcy水平均较治疗前降低(P<0.05),且均低于对照组(P<0.05);MMSE评分较治疗前升高(P<0.05),且高于对照组(P<0.05)。对照组康复训练前后SAS、SDS、MMSE评分和Hcy水平比较,差异均无统计学意义(P>0.05)。Pearson相关性分析结果显示,康复训练前,患者Hcy水平和SAS、SDS评分呈正相关关系(r值分别为0.420、0.507,P<0.05),与MMSE评分无相关关系(r=0.079,P=0.473)。结论精准化运动处方能显著改善脑卒中患者的焦虑、抑郁状态以及认知功能,该运动处方可以作为一种新颖治疗方案在临床推广应用。Hcy可能是精准化运动处方改善脑卒中患者焦虑、抑郁的作用机制之一,关于Hcy是否和该处方改善认知功能有关,有待进一步研究。

慢性阻塞性肺疾病急性加重期患者焦虑抑郁现况及其影响因素

目的了解慢性阻塞性肺疾病(简称慢阻肺)急性加重患者焦虑抑郁现况,并分析相关影响因素。方法对2022年8月—2023年10月入住安徽医科大学第二附属医院呼吸与危重症医学科的慢阻肺急性加重患者进行问卷调查。调查包括基本人口学信息、焦虑和抑郁评分、慢阻肺患者生活质量及呼吸困难症状,同时收集电子病历系统中患者的临床资料,根据焦虑或抑郁评分将慢阻肺患者分为焦虑组和无焦虑组或抑郁组和无抑郁组,比较组间各项观察指标并分析影响因素。结果164例慢阻肺急性加重患者中,合并焦虑的患者123例(75.0%),合并抑郁的患者125例(76.2%),同时合并焦虑抑郁有105例,占64.0%。受教育程度、居住地、月收入、吸烟指数、慢性阻塞性肺疾病评估测试(chronic obstructive pulmonary disease assessment test,CAT)评分与慢阻肺急性加重合并焦虑有关(均P<0.05),其中较高的CAT评分是慢阻肺急性加重患者合并焦虑的独立危险因素。居住地、月收入、吸烟指数、CAT评分、改良英国医学研究委员会呼吸困难问卷分级、实际碳酸氢盐、中性粒细胞百分比(neutrophil percentage,NEU%)、淋巴细胞百分比(lymphocyte percentage,LYM%)、嗜碱性粒细胞百分比(basophile percentage,BASO%)、碱性磷酸酶、总二氧化碳浓度、中性粒细胞淋巴细胞比值(neutrophil to lymphocyte ratio,NLR)、血小板淋巴细胞比值(platelet to lymphocyte ratio,PLR)与慢阻肺急性加重合并抑郁有关(均P<0.05),其中较高的CAT评分、PLR值是慢阻肺急性加重合并抑郁的独立危险因素。结论慢阻肺急性加重患者中合并焦虑抑郁的患病率较高,影响因素有慢阻肺患者生活质量、呼吸困难症状、受教育程度、居住地、月收入、吸烟指数、酸碱平衡、NEU%、LYM%、BASO%、NLR和PLR等。

初中生成就动机与考试焦虑:一般自我效能感和学习拖延的链式中介作用

目的:探讨初中生的学习拖延和一般自我效能感在成就动机与考试焦虑之间的链式中介作用。方法:使用成就动机量表、一般自我效能感量表、拖延量表和考试焦虑量表对607名初中生进行调查研究。结果:初中生成就动机、考试焦虑、一般自我效能感和学习拖延两两显著相关(P<0.01);成就动机对考试焦虑的直接效应显著(效应值=-0.338,95%置信区间为-0.412~-0.260,占总效应75.45%),并且学习拖延和一般自我效能感在成就动机与考试焦虑之间的链式中介作用也显著(效应值=0.065,95%置信区间为0.041~0.095,占总效应-14.51%)。结论:成就动机不仅可以直接影响初中生的考试焦虑,还可以通过提升一般自我效能感和降低学习拖延来间接预防或缓解个体的考试焦虑。

父母因素对考试焦虑的影响

考试焦虑是一种情境特定性的特质焦虑,在面临大量考试情境的儿童和青少年中较为常见,考试焦虑的形成和发展受个体因素和环境因素的影响。父母作为对儿童和青少年最有影响力的社会环境因素,在考试焦虑形成中扮演着重要角色。父母行为和教养方式、父母对子女的学业期望、家庭功能及家庭社会经济地位等因素均可能参与儿童和青少年考试焦虑的形成。未来研究应从纵向发展和病因学视角探究父母对考试焦虑的作用机制,并聚焦于父母在考试焦虑的预防和干预中的作用。

高中生应对方式、社会支持与考试焦虑特点研究

本研究采用简易应对方式量表、领悟社会支持量表和考试焦虑量表对377名高中生施以测试,以探究高中生的应对方式、社会支持和考试焦虑特点。结果显示:(1)女生在积极应对方式上显著高于男生;(2)社会支持无显著人口统计学方面的差异;(3)女生的考试焦虑水平显著高于男生;(4)高一学生考试焦虑水平显著高于高二学生;(5)应对方式与社会支持显著正相关。