书写表达对考试高焦虑大学生CET-6考试成绩的影响  

The Effect of Expressive Writing on High Test-Anxious College Students' CET-6 Scores

作　　者：张小聪[1,2] 邹吉林[1] 张环[1] 董云英[1] 周仁来[1,3,4] 

机构地区：[1]东南大学学习科学研究中心,南京210096 [2]南京中医药大学心理学院,南京210023 [3]南京大学社会学院心理系,南京210023 [4]认知神经科学与学习国家重点实验室(北京师范大学),北京100875

出　　处：《中国特殊教育》2015年第3期92-96,共5页Chinese Journal of Special Education

基　　金：江苏省高校哲学社会科学基金项目“基于认知加工机制的大学生考试焦虑矫治研究”(项目编号:2012SJB190008)

摘　　要：目的:探讨书写表达对参加大学英语六级考试(CET-6)的高、低考试焦虑大学生考试成绩的影响,并比较考前9天和考前30分钟进行干预的效果。方法:将考生随机分为书写表达组和对照组,书写表达组在CET-6考前9天或考前30分钟书写对考试的心理体验和感受,对照组则书写中性主题。结果:书写表达组考试高焦虑被试的CET-6成绩显著高于对照组的高焦虑被试;而两组的低考试焦虑被试的成绩差异不显著;考前9天和考前30分钟进行书写表达干预对CET-6成绩的影响差异不显著。结论:书写表达能够促进考试高焦虑考生CET-6的考试成绩,考前9天和考前30分钟进行干预的效果相同。This study aims to explore the effect of expressive writing on CET-6 scores of high and low testanxious college students, and compare the results of the interventions in these students 9 days or 30 minutes before the test, by randomly dividing the students into the expressive writing group, who were asked to write about their personal feelings for the test, and the control group, who were asked to write about a neutral topic. The results show the following： The high test-anxious students in the expressive writing group scored significantly higher than those in the control group, but the low test-anxious students in the two groups scored imignificantly; the interventions in these students 9 days or 30 minutes before the test showed an insignificant effect on their scores. The study concludes that expressive writing can raise the CET-6 scores of high test-anxious college students, and that the interventions 9 days or 30 minutes before the test show the same effect.

关 键 词：书写表达 考试焦虑 考试成绩 

分 类 号：B844[哲学宗教—发展与教育心理学]