不同类型考试焦虑影响考试成绩的差异模式  

The Different Models of Three Types of Test Anxiety Influencing Test Performance

作　　者：田宝[1] 郭德俊[1] 

机构地区：[1]首都师范大学教科院心理系,北京100089

出　　处：《心理发展与教育》2004年第3期75-80,共6页Psychological Development and Education

基　　金：国家攀登计划项目(95-专-09);北京市重点学科;北京市"学习与认知"重点实验室资助.

摘　　要：调查了440名高中生,以不同类型考试焦虑为预测变量,以掌握目标、情绪性、应对反应、考试自我效能感、成绩-接近目标、成绩-回避目标、担忧、学习和考试技能、认知干扰为中介变量,期末数学考试成绩为最终结果变量,探讨不同类型考试焦虑影响考试成绩的模式。结果表明:不同类型考试焦虑具有不同的影响考试成绩的模式,即存在认知主导型模式(简称C模式)、生理唤醒主导型模式(简称P模式)、技能缺乏主导型模式(S模式)等三种不同的模式。担忧是C模式中的主要中介变量,P模式的主要特征是担忧对情绪性存在显著影响,S模式的特点是中介变量较少,学习和考试技能变量受考试焦虑和考试自我效能感双重影响并作用于考试成绩。The tested models included: three types of test anxiety as exogenous variables, ten endogenous variables, they were: mastery goal, emotionality, coping behavior, test self-efficacy, achievement-approached goal, achievement-avoid goal, worry, study and test skills, cognition interference and final math performance, in which final math performance was outcome variable. The results were: different kinds of test anxiety had different models which test anxiety influenced test anxiety, namely, these models were: Cognition-Dominated Test Anxiety Model(C model), Arousal-Dominated Test Anxiety Model (P model), Sill-Lack-Dominated Test Anxiety Model (S model). Worry was mediator variable in C model. In P model, A important precondition was that worry influenced emotionality directly and significantly. It was the prominent characteristic that S model had a little mediator variables and test self-efficacy influencing study and test skill.

关 键 词：考试焦虑 考试成绩 差异模式 认知主导型模式 生理唤醒主导型模式 技能缺乏主导型模式 自我效能感 

分 类 号：G442[哲学宗教—心理学]