特质正念与学习判断的相对准确性之间的关系：考试焦虑的调节作用。
The Relationship between Dispositional Mindfulness and Relative Accuracy of Judgments of Learning: The Moderating Role of Test Anxiety.
作者信息
Yin Yue, Li Baike, Hu Xiao, Guo Xiaolin, Yang Chunliang, Luo Liang
机构信息
Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875, China.
Institute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing 100875, China.
出版信息
J Intell. 2023 Jul 4;11(7):132. doi: 10.3390/jintelligence11070132.
Research has demonstrated that metacognition accuracy is far from perfect. The accuracy of judgments of learning (JOLs) is of critical importance in self-regulated learning. To explore what factors constrain JOL accuracy, the current study focused on mindfulness, which is intimately related to metacognition and anxiety. A total of 203 undergraduates (198 valid samples) were recruited to determine the relationships among five dimensions of dispositional mindfulness, test anxiety, and relative accuracy of JOLs. Results revealed that the interaction term for acting with awareness and test anxiety significantly predicted JOL accuracy. Further analyses indicated that for individuals with high test anxiety, but not for those with low test anxiety, acting with awareness positively predicted JOL accuracy. Considering that dispositional mindfulness is modifiable, these results help to inspire researchers to further explore whether mindfulness training can be used as a remedy to improve JOL accuracy.
研究表明，元认知准确性远非完美。学习判断（JOLs）的准确性在自我调节学习中至关重要。为了探究哪些因素会限制JOL准确性，当前的研究聚焦于正念，它与元认知和焦虑密切相关。总共招募了203名本科生（198个有效样本）来确定特质正念的五个维度、考试焦虑和JOLs相对准确性之间的关系。结果显示，有意识行动与考试焦虑的交互项显著预测了JOL准确性。进一步分析表明，对于考试焦虑高的个体，而非考试焦虑低的个体，有意识行动正向预测了JOL准确性。鉴于特质正念是可改变的，这些结果有助于启发研究人员进一步探究正念训练是否可作为一种补救措施来提高JOL准确性。
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