Sarason I G
J Pers Soc Psychol. 1984 Apr;46(4):929-38. doi: 10.1037//0022-3514.46.4.929.
The nature of test anxiety and its relationships to performance and cognitive interference are analyzed from the standpoint of attentional processes. A new instrument to assess dimensions of reactions to tests is presented, and its psychometric properties are described. The scales of the Reactions to Tests questionnaire (Worry, Tension, Test-Irrelevant Thinking, Bodily Symptoms) were compared with regard to intellective performance and cognitive interference. The results were consistent with the idea that the problem of anxiety is, to a significant extent, a problem of intrusive thoughts that interfere with task-focused thinking. In the last of the three studies reported, it was shown that self- preoccupying intrusive thinking can be reduced by means of a task-focusing experimental condition. The studies suggest that the Reactions to Tests questionnaire may be useful in defining anxiety more sharply and improving understanding of how it relates to performance.
从注意力过程的角度分析了考试焦虑的本质及其与表现和认知干扰的关系。介绍了一种评估对考试反应维度的新工具，并描述了其心理测量特性。将考试反应问卷的量表（担忧、紧张、与考试无关的思维、身体症状）在智力表现和认知干扰方面进行了比较。结果与以下观点一致，即焦虑问题在很大程度上是一个侵入性思维问题，它会干扰专注于任务的思维。在所报告的三项研究中的最后一项研究中，结果表明通过专注于任务的实验条件可以减少自我关注的侵入性思维。这些研究表明，考试反应问卷可能有助于更清晰地界定焦虑，并增进对其与表现之间关系的理解。
