中国科学院心理研究所机构知识库

目的:调查高校大学生在面临大学英语四级考试应激源下的心理特点,研究考试应激状态时的焦虑、抑郁发生 情况及其影响因素,为大学生考试应激的心理卫生工作提供 依据.方法:应用焦虑自评量表(SAS)、Beck抑郁问卷(BDI), 艾森克人格问卷(EPQ),对某大学参加大学英语四级考试的200名大学生在平时、考试时、考试后进行了焦虑、抑郁情绪 与人格特征相关测试和分析.结果:考试组在应激状态的焦 虑、抑郁分值比对照组显著性增高,并随着考试的结束,其分 值逐渐降低; 考试失败经历次数越多的考试组焦虑、抑郁分值越高; 焦虑、抑郁情绪与EPQ人格E维度呈负相关,与N维度呈正相关.结论:大学英语四级考试是大学生学习生活中必经的应激源,焦虑、抑郁情绪发生率较高.因此,必须在考前 对考试学生采取心理干预,缓解焦虑、抑郁等负性情绪.尤其是多次经历考试失败的学生、个性不稳定及内向者,应成为心理指导与干预的重点.

AIM: To investigate the psychological state of undergraduates before College English Test-4 （CET-4） and to explore the relationship between emotion and exam stress. METHODS: Two hundred students completed the questionnaires Self-Rating Anxiety Scale （SAS）, Beck Depression Inventory （BDI） and Eysenk Personality Questionnaire （EPQ） before exam, after exam and at non-exam time. RESULTS: Prior to exam, exam groups displayed higher anxiety and depression scores than control groups and the scores gradually declined after the exam. The undergraduates who had had more failure experiences showed higher anxiety and depression scores than those who had less failure. A negative correlation was found between the scores of anxiety or depression and E scores in EPQ, and a positive correlation was observed between the scores of anxiety or depression and N scores. CONCLUSION: CET-4 is a common stress in college. Effective psychological intervention should be taken to alleviate the negative emotion, especially in students who have had more failure experiences from past exams and those who are introvert and neurotic.