Department of Psychology, Manchester Metropolitan University, Manchester, United Kingdom.
School of Health and Society, The University of Salford, Salford, United Kingdom.
Anxiety Stress Coping. 2024 Nov;37(6):721-744. doi: 10.1080/10615806.2024.2360732. Epub 2024 Jun 2.
Examination anxiety is a common occurrence, and is potentially detrimental to student attainment. In recent theorizing, it has been suggested that cognitive appraisals, as put forth in cognitive appraisal theory, and irrational beliefs, as put forth in rational emotive behavior therapy, may interact to predict affectivity. The current research examines the antecedents and associates of examination affect and academic self-concept in undergraduate students.
A preliminary study applied confirmatory factor analysis (CFA) to test the factor structure of an irrational beliefs inventory. Study 1 utilized a cross-sectional and correlational approach to testing core theoretical assumptions. Study 2 took a two-wave longitudinal and path analytical approach to examine temporal effects between target variables.
All self-report data collection took place in the United Kingdom with university students. We recruited = 1150, = 362, = 662 for preliminary, study 1, and study 2, respectively.
Across studies, data indicated that a pattern of adaptive cognitive appraisal was associated with more advantageous affectivity, and better academic self-concept.
Reciprocal temporal relationships were revealed between many variables, supporting an interactive and bidirectional view of how cognition and affect are related pertaining to examination anxiety.
考试焦虑是一种常见现象，可能对学生的成绩产生不利影响。在最近的理论中，有人提出认知评估（如认知评估理论所提出的）和非理性信念（如理性情绪行为疗法所提出的）可能相互作用，从而预测情感。本研究考察了本科生考试情感和学业自我概念的前因和关联。
一项初步研究应用验证性因素分析（CFA）来检验非理性信念量表的因子结构。研究 1 采用横断面和相关方法来检验核心理论假设。研究 2 采用两波纵向和路径分析方法来检验目标变量之间的时间效应。
所有的自我报告数据收集都在英国的大学生中进行。我们分别招募了 1150 名、362 名和 662 名参与者进行初步研究、研究 1 和研究 2。
在所有研究中，数据表明适应性认知评估模式与更有利的情感和更好的学业自我概念相关。
许多变量之间揭示了互惠的时间关系，支持了关于认知和情感如何相互关联的相互作用和双向观点，与考试焦虑有关。
