Prins P J, Groot M J, Hanewald G J
Department of Clinical Psychology, University of Amsterdam, The Netherlands.
J Consult Clin Psychol. 1994 Apr;62(2):404-9. doi: 10.1037//0022-006x.62.2.404.
This study investigated cognition in children with high, moderate, and low test anxiety under naturalistic test-taking conditions. Children with high test anxiety not only reported more negative self-evaluations and more off-task thoughts but also more on-task and coping thoughts. Consistent with previous research, no "task-facilitating" role for these on-task and coping cognitions was found. This finding lends support to the notion of "the power of non-negative thinking". The only facilitating role was for positive self-evaluations. It was hypothesized that positive cognition could be task-facilitating under certain conditions. Limited support was found for this idea.
本研究在自然主义考试情境下，对高、中、低考试焦虑水平的儿童的认知情况进行了调查。考试焦虑水平高的儿童不仅报告了更多负面的自我评价和更多与任务无关的想法，还报告了更多与任务相关的想法和应对想法。与先前的研究一致，未发现这些与任务相关的认知和应对认知有“促进任务”的作用。这一发现支持了“非消极思维的力量”这一观点。唯一具有促进作用的是积极的自我评价。据推测，在某些条件下，积极认知可能会促进任务完成。这一观点得到了有限的支持。
