成就目标定向、测验焦虑与工作记忆的关系  

Relationship among Achievement Goal Orientation,Test Anxiety and Working Memory

作　　者：刘惠军[1] 郭德俊[2] 李宏利[1] 高培霞[2] 

机构地区：[1]河北大学教育学院应用心理学系,保定071002 [2]首都师范大学教育科学学院心理系,北京100037

出　　处：《心理学报》2006年第2期254-261,共8页Acta Psychologica Sinica

基　　金：国家攀登计划项目(95-专-09);河北省教育科学"十五"规划项目(40052)资助

摘　　要：在工作记忆广度测验情境下,以152名中学生为被试,考察成就目标定向、测验焦虑和工作记忆的关系。结果表明四种成就目标定向与测验焦虑和工作记忆间具有不同的关系模式:成绩-接近目标与较低的测验焦虑水平和较高的工作记忆广度相关;掌握-接近目标与担忧、情绪化,与工作记忆广度相关不显著;成绩-回避目标与测验焦虑中的担忧和情绪化正相关,与工作记忆广度负相关;掌握-回避目标与担忧和情绪化存在正相关,与工作记忆广度存在接近显著的相关。测验焦虑是成绩-接近和成绩-回避目标影响工作记忆的中介变量。在测验焦虑中,情绪化对工作记忆的干扰大于担忧的干扰。152 middle school students were recruited to investigate the relationship among achievement goal orientation, test anxiety and WM. Correlation analysis indicated that each orientation of 2 × 2 achievement goal frameworks had a distinctively relationship pattern with test anxiety and WM span. Performance-approach goal was negatively related to test anxiety and positively to WM span. Mastery-approach goal had no correlation with worry, emotionality and WM span. Performance-avoidance goal was positively related to worry and emotionality, and negatively to WM span. Mastery-avoid- ance goal was positively related to worry and emotionality. Furthermore, Structural equation modeling analysis showed test anxiety was a mediator between performance-approach goal and WM, between performance-avoidance and WM. Emotionality was a significant mediator between Performance-approach, Performance-avoidance goal and WM, but worry was not

关 键 词：成就目标 测验焦虑 工作记忆 中介效应 

分 类 号：B842[哲学宗教—基础心理学]