您要查找的是不是:
- If so, you likely have a case of test anxiety. 如果你这样的话,那你可能属于考试焦虑症者。
- Unit 42 Test Anxiety: Friend or Foe? 考试焦虑:朋友还是敌人?
- Many students experience test anxiety. 很多学生都有考前焦虑。
- Objective To study the characteristics of test anxiety and the impact of the cognitive factors on the medicos. 摘要目的瞭解医学生考试焦虑的特点以及认知因素对其产生的影响。
- Objective To examine the relationships among self-transcendence meaning of life, test anxiety and test metaworries. 目的探讨高三学生的自我超越生命意义与考试焦虑、考试元担忧的关系。
- Objective To investigate the effect of hypnotherapy on test anxiety in high school students. 目的探讨催眠疗法对高中生考试焦虑水平的改善作用。
- Results Neuroticism, negative coping (or mixed coping) and problematic communication in family can all significant influent test anxiety. 结果人格中的神经质、应对方式中的不成熟应对或混合型应对、亲子沟通中的问题沟通均能显著影响高三学生考试焦虑。
- Conclusion Test anxiety is common in middle school students and significantly affected by self-cognitive factors, trait anxiety and neuroticism. 结论中学生考试焦虑问题较普遍,学生自我认知因素和特质焦虑、神经质对考试焦虑作用较大。
- There was statistical significance of test anxiety among the lop students, average students and the students with poor academic records (P<0.05). 学习成绩优秀者、一般者和较差者考试焦虑的检出率差异有统计学意义(P<0.;05);
- The author adopted Postgraduate Qualifying Examination Questionnaire, Test Anxiety Scale and UIP, which are used to 310 students of postgraduate qualifying examination. 采用大学生考研动机调查问卷、考前考研焦虑量表和大学生健康量表对310名考研者进行调查。
- The data reveal: oral test anxiety has negative effect on oral proficiency performance in evaluative situations and usually females have higher oral test anxiety. 数据揭示出:口语考试焦虑对评价性情境中的口语成绩有负面的影响,通常说来,女生的口语考试焦虑高于男生。
- Additionally, intrinsic motivation positively predicted students' grades, whereas self-handicapping and test anxiety were correlated with academic achievement negatively. 此外,内在动机对学业成就具有正向之效应,而自我阻碍行为及考试焦虑则会负向地影响学业表现。
- Methods 496 senior students in high school were assessed with the EPQ, Coping Ways Scale, Parent-Adolescent Communication Scale, PSSS Scale, and Test Anxiety Scale. 方法采用艾森克个性问卷(EPQ-少年式)、应付方式问卷、亲子沟通问卷、领悟社会支持量表和考试焦虑问卷量表对496名高三学生进行问卷调查。
- Children with mastery goal orientations reported higher intrinsic motivation, engaged in less self-handicapping, and experienced lower levels of test anxiety. 精熟目标取向者确实拥有较高水准的内在动机,较少运用自我阻碍策略,也较不会感受到考试焦虑;
- There is no significant difference for test anxiety between male and female, the same to the varies specialties.However, test anxiety is related closely to the EPQ. 结果表明,考试焦虑在不同性别、不同专业的工科大学生之间无显著差异,而与人格密切相关;
- The data were collected using Mathematics Multiplication &Division Test and Mathematics Test Anxiety Scale, and were analyzed by one-way ANOVA, two-way ANOVA, and t-test. 资料分析则采用二因子变异数分析、单因子变异数分析及t考验统计法加以分析。
- And there was a different effect between stable dispositional goal orientations and situated achievement goals. Test anxiety (especially worry) was the mediator between dispositional goal orientations and working memory span. 在成就目标中,稳定的特质性目标和不稳定的情境性目标对工作记忆功能的影响存在差异,测验焦虑(尤其是其中的担忧成分)是特质性成就目标影响工作记忆广度的中介变量,任务难度、干扰条件和被试原有工作记忆广度在情境性成就目标与工作记忆功能的关系中起调节作用。
- Step-wise regression analysis indicated that test anxiety was affected by negative cognition, trait anxiety, pressure from school and society, neuroticism and pressure from parents. 逐步回归分析显示,自我负面认知、特质焦虑、学校社会压力、神经质、父母压力对考试焦虑的作用明显。
- Conclusion: The college students with test anxiety significantly have cognitive dysfunctional attitude;The status of test anxiety could be released through adjusting cognitive attitude. 结论:考试焦虑的大学生有明显的认知失调性态度,可以通过调整认知来减轻大学生的考试焦虑。
- Whereas the more depression they suffer from the exam, the more emphases on the exam with ascribing the failure of exam to the outside, the higher lever of test anxiety will arise. 认为所受的压力、情绪干扰越大、认为考试越重要、越倾向把失败归因于外部时,考试焦虑越高。