Prins P J, Hanewald G J
Department of Clinical Psychology, University of Amsterdam, The Netherlands.
J Consult Clin Psychol. 1997 Jun;65(3):440-7. doi: 10.1037//0022-006x.65.3.440.
Two methods of assessing cognition in high, moderate, and low test-anxious children, thought listing and self-statement questionnaire approaches, were investigated under naturalistic test-taking conditions. The amount of cognition, its content, and its relation to level of anxiety and task performance were examined. States of mind (SOM) analyses were performed. Furthermore, the comparability of findings from both methods was examined. Results showed that, relative to the questionnaire method, the thought-listing procedure underestimated positive and coping cognition. The benefits of the questionnaire approach were seen in the power of its scores to predict task performance. Implications for cognitive assessment and treatment of anxious children are discussed.
在自然主义的考试条件下，研究了两种评估高、中、低考试焦虑儿童认知的方法，即思维列举法和自我陈述问卷法。考察了认知的数量、内容及其与焦虑水平和任务表现的关系。进行了心理状态（SOM）分析。此外，还检验了两种方法结果的可比性。结果表明，相对于问卷法，思维列举程序低估了积极和应对认知。问卷法的优势在于其分数预测任务表现的能力。讨论了对焦虑儿童认知评估和治疗的启示。
