健康与遗传心理学研究室知识库

目的探讨特质考试焦虑与考前状态焦虑的关系,并检验自我调节疲劳在特质考试焦虑和考前状态焦虑间的作用。方法采取整群抽样的方法,分两次抽取内蒙古包头市某一重点高中毕业班和非毕业班的学生。2014年5月29—30日抽取2011级临近高考（高考时间为2014年6月7—8日）的高三9个班的学生444名,回收有效问卷257份,有效回收率为57.9%。2014年10月7—8日抽取2014级即将参加入学后第一次月考（月考时间为2014年10月9—10日）的高一7个班的学生365名,回收有效问卷357份,有效回收率为97.8%。运用状态-特质考试焦虑问卷（STAI）中的状态焦虑量表（SAI）、考试焦虑量表（TAI）及自我调节疲劳量表（SRF-S）分别对学生的考前状态焦虑、特质考试焦虑和自我调节疲劳进行评分。对特质考试焦虑、考前状态焦虑及自我调节疲劳三者间的关系进行Pearson相关分析、调节作用和中介作用分析。结果 TAI评分为（36.4±9.5）分、SAI评分为（44.4±10.0）分、SRF-S评分为（48.3±10.2）分。TAI评分与SAI评分、SRF-S评分呈正相关（r=0.516、0.520,P〈0.05）;SAI评分与SRF-S评分呈正相关（r=0.608,P〈0.05）。SRF在特质考试焦虑与考前状态焦虑间的调节作用不显著（ΔR^2=-0.100）。SRF在特质考试焦虑和考前状态焦虑间的中介作用显著（P〈0.05）,中介作用占总效应的38.6%。结论特质考试焦虑通过导致学生自我调节疲劳,而后出现考前状态焦虑,故需对特质考试焦虑学生加以关注。

Objective To investigate the relation between exam trait anxiety and pre - exam state anxiety and examine the role of self - regulatory fatigue in the process of exam trait anxiety transforming to pre - exam state anxiety. Methods By cluster sampling method,we selected graduation students and non - graduation students from a key senior high school in Baotou City of Inner Mongolia Autonomous Region. On May 29 and 30 in 2014,we selected 444 students from 9 classes of Grade 3 who would soon attend the college entrance examination（June 7 and 8 in 2014）and collected 257 effective questionnaires from them with an effective rate of 57. 9%. On October 7 and 8 in 2014,we selected 365 students from 7 classes of Grade 1 who would soon attend the first monthly exam（October 9 and 10 in 2014）after entry,and collected 357 effective questionnaires from them with an effective rate of 97. 8%. State Anxiety Inventory subscale（SAI）and Test Anxiety Inventory（TAI）of State - Trait Anxiety Inventory（STAI）,and Self - Regulatory Fatigue Scale（SRF-S）were employed to evaluate the pre - exam state anxiety,exam trait anxiety and self - regulatory fatigue. Pearson correlation analysis was conducted on the relation among exam trait anxiety,pre- exam state anxiety and self - regulatory fatigue,and the regulatory effect and mediating effect of self - regulatory fatigue were analyzed. Results The scores of TAI,SAI and SRF-S were（36. 4 ±9. 5）,（44. 4 ±10. 0）and（48. 3 ±10. 2）respectively. There was positive correlation between the score of TAI and the scores of SAI and SRF-S（r = 0. 516,0. 520;P 〈 0. 05）,and there was positive correlation between SAI score and SRF-S score（ r = 0. 608,P 〈 0. 05）. SRF did not have significant regulatory effect on exam trait anxiety and pre - exam state anxiety（ΔR^2 = - 0. 100）. SRF had significant mediating effect on the relation between exam trait anxiety and pre - exam state anxiety（P 〈 0. 05）,and the mediating effect accounted for 38. 6% in the total effect. Conclusion Exam trait anxiety causes self - regulatory fatigue in students, hence inducing pre - exam state anxiety. Therefore,students with exam trait anxiety should be given more attention and care.