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目标内容对考试焦虑和测验成绩的影响
作者:胡小勇  郭永玉  王艳丽  陈红 
单位:1. 西南大学心理学部  重庆 400715  2. 南京师范大学心理学院  南京 210097  3. 教育部认知与人格重点实验室  重庆 400715 
关键词:目标启动 考试焦虑 测验成绩 目标内容效应 
分类号:R395.1
出版年,卷(期):页码:2018,26(2):226-229
摘要:

目的:探讨目标内容对考试焦虑和测验成绩的影响。方法:通过120名被试验证指导语能有效地启动内部、外部和双(内部加外部)目标后,将653名高中学生随机分配到不同目标启动组和控制组,随后测量他们完成测验时的焦虑水平和成绩。结果:①内部目标启动组测验成绩最高,焦虑水平最低,并与另外三组差异显著;②外部目标启动组测验成绩最低,焦虑水平最高,并与控制组和内部目标启动组差异显著;③双目标启动组测验成绩显著低于内部目标启动组,而焦虑水平显著高于内部目标启动组。结论:启动内部目标导致积极效应,启动外部目标导致消极效应;双目标启动时,内部目标并不能显著地抵消外部目标所导致的消极效应。

Objective:The present study designed to explore the effect of goal framing on test anxiety and academic achievement. Methods:One hundred and twenty participants were randomly selected to test the effectiveness of goal prim-ing method. Then 653 high school students were randomly assigned to different goal priming group and control group, and measured their test anxiety and test performance. Results:①Compared with control group, extrinsic and dual(intrinsic and extrinsic) goal priming group, intrinsic goal priming significantly improved students'test performance and lowered their test anxiety; ②Compared with control group and intrinsic goal priming group, extrinsic goal priming significantly reduced aca-demic achievement and increased test anxiety; ③Compared with intrinsic goal priming group, dual goal priming significant-ly reduced academic achievement and increased their test anxiety. Conclusion:Intrinsic goals priming leads to positive ef-fects and extrinsic goals priming leads to negative effects. Intrinsic goals cannot counteract the negative effects caused by extrinsic goals when dual goals were primed.

基金项目:
国家自然科学基金青年项目(71601083);重庆市社会科学规划博士项目(2016BS107);重庆市基础科学与前沿技术研究项目(cstc2017jcyjAX0436);重庆市博士后科研特别资助项目(Xm2017160);中央高校基本科研业务费专项资金资助(SWU1609031);西南大学教育教学改革研究一般项目(2016JY074)
作者简介:
参考文献:

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