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本研究拟从情绪调节策略角度入手,探讨情绪调节效能感对中学生考试焦虑的影响。研究以年龄15~18岁(M=16.42,SD=1.08)之间的757名中学生为研究对象,采用考试焦虑量表、情绪调节自我效能感量表以及情绪调节策略量表,探讨了情绪调节自我效能感、情绪调节策略(认知重评、表达抑制)与考试焦虑三者之间的关系。研究结果发现,中学生考试焦虑与表达积极情绪自我效能感和管理消极情绪自我效能感之间呈显著负相关,与认知重评策略使用频率之间呈显著负相关;中学生认知重评策略使用频率与表达积极情绪自我效能感和管理消极情绪自我效能感之间呈显著正相关;中学生表达抑制策略使用频率与表达积极情绪自我效能感呈显著负相关,与管理消极情绪自我效能感呈显著正相关;中学生认知重评策略在管理消极情绪自我效能感与考试焦虑之间起部分中介作用。
This study intends to start from the perspective of emotion regulation strategy to explore the impact of emotion regulation efficacy on middle school students’ test anxiety. A total of 757 middle school students aged 15-18 years (M = 16.42, SD = 1.08) were used as research objects. The test anxiety scale, emotion-adjusted self-efficacy scale and emotion regulation strategy scale were used to explore the relationship between emotional regulation Self-efficacy, emotional adjustment strategies (cognitive review, inhibition of expression) and test anxiety. The results showed that there was a significant negative correlation between test anxiety and expression of positive emotional self-efficacy and negative emotion self-efficacy in middle school students, and significant negative correlation with the frequency of cognitive reassessment strategies. The cognitive reassessment strategy of middle school students There was a significant positive correlation between frequency and expression of positive emotional self-efficacy and management of negative emotional self-efficacy; the frequency of expression inhibition strategies of middle school students was significantly negatively correlated with the expression of positive emotional self-efficacy, and negatively correlated with the management of negative emotional self-efficacy Related; middle school students cognitive reassessment strategy in the management of negative emotional self-efficacy and test anxiety played a part of the intermediary role.