中国临床心理学杂志

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

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：

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