Arkin R M, Detchon C S, Maruyama G M
J Pers Soc Psychol. 1982 Nov;43(5):1111-24. doi: 10.1037//0022-3514.43.5.1111.
The impact of performance outcome, task difficulty, and level of test anxiety on attributional accounts for performance and achievement-related affect was explored. Subjects high and low in test anxiety (Sarason, 1972) worked on tasks of varying difficulty, evaluated their own performance, and then responded to two types of attribution items, inventories of major affective reactions (Izard, 1972), and a measure of cognitive interference (Sarason and Stoops, 1978). Meaningful attributional accounts were uncovered; in particular, performance outcome and task difficulty had independent effects on subjects' attributional judgments. Cognitive interference was implicated as a factor contributing to the attributional predispositions of persons differing in test anxiety, and it was a major determinant of affective reactions. In addition, subjects' affective responses were predictably associated with their perceived performance outcome, their level of test anxiety, the difficulty of the task, and subjects' attributional accounts of the factors influencing their performance. Results are discussed in terms of the cognitive components and phenomenological experience of test anxiety and the consequent impact anxiety may have on achievement-related behavior.
本研究探讨了成绩结果、任务难度和考试焦虑水平对成绩归因及与成就相关情感的影响。选取考试焦虑程度高和低的被试（萨拉森，1972），让他们完成不同难度的任务，评估自己的表现，然后回答两类归因项目、主要情感反应量表（伊扎德，1972）以及认知干扰量表（萨拉森和斯托普斯，1978）。研究发现了有意义的归因模式；具体而言，成绩结果和任务难度对被试的归因判断有独立影响。认知干扰被认为是导致不同考试焦虑水平个体归因倾向的一个因素，并且是情感反应的主要决定因素。此外，被试的情感反应可预测地与他们感知到的成绩结果、考试焦虑水平、任务难度以及被试对影响其表现的因素的归因有关。研究结果从考试焦虑的认知成分和现象学体验以及焦虑可能对与成就相关行为产生的影响方面进行了讨论。
