学生考试焦虑研究综述

考试焦虑是我国学生常见的心理问题,它是个体面对考试情景,担心自己考试失败而形成的一种高度忧虑的负性情绪,对个体的生理和心理都会造成损害。众多研究显示,考试焦虑受个体的成就目标、自我效能感、学习考试技巧、个体认知以及家长和学校等因素的制约,认知行为疗法、放松疗法、系统脱敏疗法等方法可以有效地降低考试焦虑。     

浅谈中学生的考试焦虑

考试焦虑是我国中学生常见的心理问题,它是个体面对考试睛境,担心自己考试失败而形成的一种高度忧虑的负性情绪。考试焦虑对个体的生理和心理都会造成损害,考试焦虑有其内外部因素的影响,分析其影响因素,对考试焦虑的预防与治疗提出了见解,这是本文的主旨所在。     

初中生考试焦虑及影响因素分析

<正>考试焦虑是对考试的一种特殊的心理反应。美国学者Sarason认为考试焦虑是一种注意现象,考试焦虑是由三个部分组成:认知、情感和行为。我国有学者认为,考试焦虑是在一定的应试情境下激发的,在家庭、学校的压力以及考生自身的生理、心理等主客观因素的共同作用下形成的,以对考试结果担忧为特征,以防御或逃避为行为方式的负性情绪反应。田宝博士则提出,考试焦虑是由考试所引起的焦虑,是学生面对考试情境所产生的担忧、自我占据、自我集中等认知反应和生理唤醒、典型行为交织而成的复杂情绪反应。由于考试焦虑这种情绪现象的复杂性,大多数定义都仅仅涉及到考试焦虑的某一方面,没能很全面地解释考试焦虑的内涵。本文作者结合工作实践,在采用已有的理论依据及研究方法的基础上,对沈阳市某中学初中三个年级的学生进行考试焦虑的实证调查研究,以期得出具有新意的研究结果和结论。     

谈应对考试焦虑的对策

考试焦虑心理对学生的危害是很大的,运用系统脱敏疗法进行心理辅导,对矫治学生的考试焦虑和促进学生心理的健康发展有重要意义.     

大学生战胜考试焦虑的有效方法:理性情绪疗法

考试焦虑是一种情绪反应,认知评价在考试焦虑的形成中居于主导性的调控地位。因此,教师运用理性情绪疗法,针对考试焦虑这一大学生常见的不合理情绪,引导大学生调节对自我的认知、对考试的认知、进行积极的自我暗示,能够培养大学生对担忧进行合理分析的能力和批判非理性观念的能力,帮助大学生战胜考试焦虑。     

职校生考试焦虑的成因、预防与矫治

考试焦虑是职校生群体中的一种普通的心理焦虑现象.考试焦虑不仅影响到他们的竞技状态,有违考试初衷,更重要的是影响个体的身心健康.考试焦虑的成因主要来自四个方面,即生理因素、心理因素、社会因素和偶发事件,对考试焦虑的预防与矫治,则主要通过考前心理辅导、治疗和预防措施来进行.     

应对考试焦虑研究的回顾与展望

考试焦虑的相关研究在国外已有较长的历史,我国从20世纪90年代以来,对考试焦虑问题,尤其是在应对考试焦虑的策略方面,在理论和实践上都给予了较多的关注。国内外学者从认知疗法、行为疗法、技能疗法、精神分析疗法、药物治疗等方面,探索出多种应对考试焦虑的策略与技术。本文在概括国内外有关考试焦虑研究的基础上,对各种缓解学生考试焦虑的措施进行了梳理,对该领域研究取得的成就和问题进行了总结,并对应对考试焦虑研究趋势进行了展望。     

合理情绪疗法对考试焦虑的运用及探析

考试焦虑一般是指学生在面临重大考试事件时,所产生的负面情绪反应,主要有焦灼、焦虑甚至惊恐等。近些年,随着我国教育的不断发展,学生考试焦虑的问题日益被社会关注,很多学生因为考试焦虑而错失机宜。合理情绪疗法认为引发学生考试焦虑的并非考试本身,而是学生面对考试产生的不合理的信念,因此,充分分析考生不合理的信念并且与学生辩论、改变其不合理信念对缓解考试焦虑有重大帮助。     

一例高职高专医学生考试焦虑的案例报告

本文通过对一个考试焦虑案例的研究,分析探讨考试焦虑的心理咨询效果,主要采用合理情绪疗法和行为治疗学生的考试焦虑。经过多次咨询,焦虑症状基本消失,能够比较正常地投入考试准备中。结果表明,采用这种方式治疗考试焦虑的效果比较令人满意。     

考试之前话焦虑

考试焦虑是指因考试压力过大而引发的系列异常生理和心理现象。适度紧张可以维持考生的兴奋性,增强学习的积极性和自觉性,提高注意力和反应速度等。但过度焦虑会影响考试的进行,对人身心是一种伤害。     

Questions concerning attention and Stiegler’s therapeutics

The article sets out to develop the concept of attention as a key aspect to building the possible therapeutics that Bernard Stiegler’s recent works have pointed to (The Automatic Society, 2016, The Neganthropocene, 2018 and Qu’appelle-t-on Panser, 2018). The therapeutic aspect of pharmacology takes place through processes that are neganthropic; therefore, which attempt to counteract the entropic nature of digital technologies where there is flattening out to the measurable and the calculable of Big Data. The most obvious examples of this flattening out can be seen in relation to the use of natural language processing technologies for text interpretation and the use of text analytics alongside student analytics. However, the process of exosomatisation of knowledge takes place in forms of hypomnesic tertiary retentions or digital technologies. The loss of knowledge is inherent to these processes of exteriorisation, this loss of knowledge takes place through a process proletarianisation which Marx had pointed to in the Grundisse (1939). The therapeutic gesture is, therefore, an intrinsically educational one, where the loss of knowledge of the pharmacological nature of digital technologies is counteracted by other forms of knowledge construction that can be enabled by digital technologies. Hence, there is a profound educational gesture necessary to enable the re-harnessing of technology to enable the therapeutics. This paper will argue that the positive re-harnessing, the therapeutics, can take place through the development of new forms of neganthropic gestures which can be afforded by the development of specific forms of digital technologies. These also enable a contributive research process whereby the rationalisation of the production of knowledge within the university can be challenged by collaborative, interpretative processes of knowledge production.     

老年普胸病人手术治疗及围手术期处理

目的:总结70岁以上老年普胸病人的手术指征,手术治疗及围手术期处理体会.方法:1996.6～2005.6月我院共施行普胸手术578例,其中70岁以上的老年患者118例,占20.4%(118/578).现对118例70岁以上老年患者手术治疗及围术期处理进行回顾性分析.结果:术中术后出现或加重的循环系统并发症34例占28.8%(34/118);呼吸系统并发症29例占24.6%(29/118);消化系统并发症19例占16.1%(19/118);精神神经系统并发症10例占8.5%(10/118);经综合治疗均治愈出院.术后1、3、5年生存率分别为90.0%、77.6%、42.8%.结论:对70岁以上老年普胸病人围术期处理十分关键,因老年人全身各系统器官的衰退及疾病本身的并发症相互叠加,风险较大;但只要手术指征选择合适,手术中间处理严密,围术期处理恰当,70岁以上老年患者施行普胸手术效果理想.     

Human gene therapy: ensuring progress in the next millennium

The year 2000 will mark the tenth anniversary of the first human gene therapy experiment. This first year of the new millennium is also the twenty-fifth anniversary of the National Academy of Sciences conference known as "Asilomar." In the early 1970s, the importance of recombinant DNA technologies to the development of a host of new therapeutics to treat many of humanity's most devastating diseases was widely recognized. At the same time, public anxiety increased about the possible generation of hazardous biological agents and unknown public health risks that might arise as a result of this new technology.     

新自由主义治理性视角下的全球化教育改革运动

美国操作一些国际金融机构对国际社会放送国际竞争力话语,以凸显教育问题作为一种危及社会前景的社会风险,并运用效能之名吹捧商业解决方案的功用。此种情境开启政策网络,使得商业、慈善、社会机构等构成混杂性科层统治方式,政府得以远离责任,但又通过设定标准与目标进行远程操控。同时,资本家得以介入教育决策,将教育服务商业化。其创新性的集体智慧被吹嘘成确保社会繁荣的万灵丹,这种社会贡献等同于实践社会的道德责任,慈善更进一步美化这些商业团体的利益行径。由此而言,效能是全球化教育改革运动的催化剂,市场逻辑是构成社会新思维的媒介,这促使许多政府运用效能、国际竞争力、创新性集体智慧与社会前景等话语,来塑造社会大众的自我知识,从而获得大众对这些话语的主动认可甚至支持。这种社会治疗学是统治艺术的实践,因为它引导他们如何思考与如何行动,这是新自由主义治理性的明显特征。     

654-2为主的综合疗法治疗婴幼儿重症肺炎并发微循环障碍效果观察

目的 观察应用654—2综合疗法治疗婴幼儿重症肺炎并发微循环障碍的效果。方法 采用对比法，即以传统疗法752例为对照组，以654—2为主的综合疗法1028例为治疗组。结果 以654—2为主的综合疗法的治愈率明显高于传统疗法。结论 该方法选择时机得当，可有效改善微循环，防止发生多器官衰竭，从而降低重症肺炎的病死率。     

职业技术学院学生精神障碍教育咨询对策

通过建立院、系、班三级心理健康教育工作网络,广泛宣传心理健康知识,开设心理健康教育课,开展学生心理健康状况普查,建设好精神障碍学生的支持系统,综合运用认知疗法、行为疗法、支持疗法、森田疗法等方法,对精神障碍学生进行矫治,并取得较好效果。     

Effects of instruction and stage-fright on intelligence testing

In the present research, it was tried to unravel the influence of various types of instruction on test anxiety levels and, in turn, its influence on intelligence test performance. Three types of instruction were compared: a stressful, achievement-orientated instruction; a reassuring, task-orientated instruction; and an ambiguous instruction. Before the instruction, trait anxiety was measured with the trait version of the state-trait anxiety questionnaire and negative fear of failure with a standard questionnaire. Within each instructional condition, there were two test sessions with four intelligence tests each. Before each session, state anxiety was measured with the state version of the state-trait anxiety questionnaire and test anxiety with a standard test anxiety questionnaire. It turns out that state anxiety and test anxiety do not increase more rapidly as a function of anxiety disposition under stressful conditions compared with reassuring conditions. As in previous research, stage-fright effects were observed in the sense that repeated measures of state anxiety and test anxiety showed a decline of average anxiety levels.     

Does Physics Teaching Affect Gender-Based Science Anxiety?

We present the results of a study designed to measure the level of science anxiety in students enrolled in physics courses at Loyola University Chicago. We undertook this study with two objectives: (1) to determine the factors contributing to science anxiety; in particular, to ascertain whether the leading factors identified in an earlier study have remained constant over time, and (2) to investigate whether science anxiety was affected by a semester of introductory physics. This is the first study of its kind, analyzing science anxiety in pre- and posttests of a cohort composed entirely of students taking physics courses. We find that the leading factors contributing to science anxiety are nonscience anxiety, gender, and to a much lesser degree, course of study (major), in agreement with earlier results. In general, males start and end the course with somewhat less science anxiety (and nonscience anxiety) than females. Post-course responses indicated some improvement in nonscience anxiety and in science anxiety for both genders. Acute levels of science anxiety were somewhat decreased by exposure to a physics course. Different pedagogies and gender role models may correlate with anxiety reduction.     

Mental-Physical Relationships during the preschool period

Little is known about the development of mathematics anxiety in elementary school students. To address this gap in knowledge, the authors evaluated students in Grades 3 and 6 on measures of mathematics anxiety, school test anxiety, and attitudes toward mathematics to determine (a) whether different forms of mathematics anxiety exist, (b) whether mathematics test anxiety differs from school test anxiety, and (c) whether mathematics anxiety is related to different attitudes toward mathematics. Evidence was found for two distinct forms of mathematics anxiety: test and problem-solving anxiety. Mathematics test anxiety increased with age relative to mathematics problem-solving anxiety; this result demonstrated that children become more anxious about mathematics testing situations as they progress through school. Mathematics test anxiety was related, but not identical, to school test anxiety, and students in both grades were less anxious about math tests than about academic testing generally. Finally, older students tended to show more positive attitudes toward mathematics than did younger students, and relations between these attitudes and the two forms of mathematics anxiety also changed between Grades 3 and 6.     

中学生焦虑影响因素探究

已有研究表明,我国中学生焦虑水平状况不容乐观,但目前的研究多数都是就某一个或较少的方面来展开探讨的。而事实上,焦虑是由多方面因素共同作用的结果。因此,开发一个对中学生焦虑来源进行全面探索的测量工具,具有积极的现实意义。通过文献分析、访谈和开放式问卷调查方法,调查了586名中学生的焦虑来源因素,并在此基础上编制中学生焦虑来源因素问卷。探索性因素分析和验证性因素分析的结果表明,中学生焦虑来源因素主要包括学习方面、考试方面、形象方面、学校交往方面、家庭方面,以及恋爱交往方面。问卷信、效度指标良好,可作为中学生焦虑来源的测量工具。