情绪表达在考试焦虑和工作记忆容量关系中的调节作用  

Moderating effect of emotional expressivity on relationship between test anxiety and working memory capacity

作　　者：张小聪[1,2] 董云英[2] 周仁来[3,4] 

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

出　　处：《中国心理卫生杂志》2017年第6期495-499,共5页Chinese Mental Health Journal

基　　金：江苏省高校哲学社会科学基金项目(2012SJB190008);国家自然科学基金项目(61203316)

摘　　要：目的:考察情绪表达对考试焦虑和工作记忆容量的调节效应。方法:选取332名大学生被试,采用考试焦虑量表(TAI)、数学运算-词语记忆任务(OSPAN)、情绪表达量表(EEI)分别测评考试焦虑水平、工作记忆容量和情绪表达水平。结果:TAI得分与工作记忆容量呈负相关(r=-0.36,P<0.01)。情绪表达可以调节考试焦虑与工作记忆容量的关系(β=0.19,P<0.01)。对于低情绪表达组的被试,考试焦虑水平对工作记忆容量有负向预测作用(β=-0.74,P<0.01);但对于高情绪表达组的被试,考试焦虑水平对工作记忆容量无预测作用(β=-0.07,P>0.05)。结论:高情绪表达水平可以缓冲考试焦虑对工作记忆容量的消极影响。Objective： To investigate the moderating role of emotional expressivity in the relationship between test anxiety and working memory capacity （WMC）. Methods： Totally 332 college students were selected. The Test Anxiety Inventory （TAD, Emotional Expressivity Inventory （EEI） and Arithmetic Operation-Word Memory Span Task （OSPAN） were used to measure the severity of test anxiety, working memory capacity, and degree of emotional expressivity, respectively. Results： TAI scores were negatively correlated with WMC scores （ r = - 0. 36, P 〈 0. 01）. Emotional expressivity had a moderating effect between scores of test anxiety and WMC （β = 0. 19, P 〈 0.01）. Test anxiety score negatively predicted WMC score in students with low emotional expressivity （β = - 0. 74, P 〈 0. 01）, whereas it couldn＂ t predict WMC in those with high emotional expressivity （β = - 0. 07, P 〉 0.05）. Conclusion： It suggests that higher emotional expressivity could buffer the negative effect of test anxiety on working memory capacity.

关 键 词：情绪表达 考试焦虑 工作记忆容量 

分 类 号：B842.6[哲学宗教—基础心理学] R749.72[哲学宗教—心理学]