Wine J D
J Abnorm Child Psychol. 1979 Mar;7(1):45-59. doi: 10.1007/BF00924509.
Children differing in test anxiety level were observed in two art classes, one immediately preceding a classroom examination, the other when no examination was expected. The observational analyses indicated the following: (a) When an examination was expected there were general increases both in children's task orientation and in their concern with other's evaluations, and a decrease in general activity level. It was suggested that future research examine the effects of additional situational variables on children's classroom behaviors. (b) Highly test-anxious children were generally hardworking and inactive. They reacted to examination expectancy with a decrease in task orientation, reduction in communications, and attentional constriction. Less anxious children reacted to examination expectancy by working harder, eliminating task-irrelevant behaviors, and seeking feedback. These results were interpreted as supporting a cognitive theory of test anxiety.
在两个艺术课上观察了考试焦虑水平不同的儿童，一个艺术课紧接着课堂考试之前，另一个艺术课期间没有考试预期。观察分析表明如下情况：(a) 当有考试预期时，儿童的任务导向和对他人评价的关注普遍增加，总体活动水平下降。有人建议未来的研究考察其他情境变量对儿童课堂行为的影响。(b) 高度考试焦虑的儿童通常努力但不活跃。他们对考试预期的反应是任务导向下降、交流减少和注意力受限。焦虑程度较低的儿童对考试预期的反应是更加努力、消除与任务无关的行为并寻求反馈。这些结果被解释为支持考试焦虑的认知理论。
