中学生考试压力自我管理能力及对考试应激的影响

目的探讨中考生考试压力自我管理能力及与考试应激之间的关系。方法测试506名被试并利用结构方程建模技术分析。结果 1保持放松、控制焦虑、应对生理反应、问题解决、控制不良情绪、时间管理和延迟、考试目标调节、求助运用和前摄性应对9项考试压力自我管理能力之间存在显著相关(P0.01);2控制焦虑、时间管理和延迟、前摄性应对均显著影响考试应激的生理唤醒(t=5.04,P0.05;t=3.00,P0.05;t=3.46,P0.05)和心理反应(t=5.67,P0.05;t=3.77,P0.05;t=6.79,P0.05)。保持放松、应对生理反应、问题解决、控制不良情绪、考试目标调节和求助运用均没有显著影响生理唤醒(t=1.07,P0.05;t=1.66,P0.05;t=0.39,P0.05;t=0.49,P0.05;t=1.59,P0.05;t=1.67,P0.05)和心理反应(t=1.81,P0.05;t=0.20,P0.05;t=1.90,P0.05;t=1.84,P0.05;t=0.79,P0.05;t=1.74,P0.05)。结论中考生的考试压力自我管理能力对考试应激产生程度不同的影响,其中控制焦虑、时间管理和延迟以及前摄性应对影响显著。

Middle School Students' Self-management Ability of Examination Pressure and Its Effects on Test Stress

Objective To explore the effect of middle school students＇ self-management ability of examination pressure on test stress.Methods To evaluated 506 subjects and builted the LISREL model to analysis.Results ①The nine aspects of self-management ability,including keeping relaxed,controlling anxiety,coping with physiological responses,solving problem,controlling undesirable emotions,time management and delay,test target adjustment,help using and proactive coping,had a significant correlation with each other（P0.01）.②The self-management ability such as controlling anxiety,time management and delay,proactive coping produced significant effects on test stress of physical arousal（t=5.04,P0.05;t=3.00,P0.05;t=3.46,P0.05）and psychological response（t=5.67,P0.05;t=3.77,P0.05;t=6.79,P0.05）.Keeping relaxed,coping with physiological responses,problem solving,controlling undesirable emotions,test target adjustment and help using produced no significant effects on physical arousal（t=1.07,P0.05;t=1.66,P0.05;t=0.39,P0.05;t=0.49,P0.05;t=1.59,P0.05;t=1.67,P0.05） and psychological response（t=1.81,P0.05;t=0.20,P0.05;t=1.90,P0.05;t=1.84,P0.05;t=0.79,P0.05;t=1.74,P0.05）.Conclusion The students＇ self-management ability had different effects on test stress.Controlling anxiety,time management and delay and proactive coping produced significant effects on test stress.