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Randomized trial estimating effects of hypnosis versus progressive muscle relaxation on medical students’test anxiety and attentional bias

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World Journal of Psychiatry 2022年第6期12卷 801-813页

作者： Yang Zhang Xin-Xin Yang Jing-Yi Luo Meng Liang Ni Li Qian Tao Li-Jun Ma Xiao-Ming Li Affiliated Psychological Hospital Anhui Medical UniversityHefei 230032Anhui ProvinceChina The Fourth People’s Hospital Hefei 230032Anhui ProvinceChina Anhui Mental Health Center Hefei 230032Anhui ProvinceChina Department of Medical Psychology School of Mental Health and Psychological ScienceAnhui Medical UniversityHefei 230032Anhui ProvinceChina Department of Psychology School of Basic MedicineJinan UniversityGuangzhou 510632Guangdong ProvinceChina Department of Psychology Anqing Normal UniversityAnqing 246011Anhui ProvinceChina

BACKGROUND test anxiety is prevalent among medical students and leads to impaired academic ***-related attentional bias has been identified as an important maintaining factor in test-anxious *** To evaluate whether hypnosis and progressive muscle relaxation(PMR)could modify medical college students’test anxiety and attentional *** A total of 598 medical students were *** participants were divided into higher and lower test anxiety groups according to their scores on the test anxiety scale(TAS).Ninety medical college students with high TAS score were randomly assigned to a hypnosis or PMR *** 45 students with low TAS score were included,forming a baseline control *** intervention was conducted weekly for 6 wk,and each session lasted approximately 30 *** total intervention time and the number of intervention sessions for the hypnosis and PMR groups were *** were collected at the pretest,posttest,and 2-mo *** Hypnosis group participants had a significantly lower TAS score at posttest(t=-21.827,Ptest(t=-10.777,Ptest level,the hypnosis group had a significantly lower TAS score than the PMR group(t=-3.664,Ptest anxiety among medical college *** could modify attentional bias toward threatening stimuli,but PMR could *** These results suggest that attentional bias plays an important role in test anxiety treatment.

关键词： test anxiety Hypnosis Progressive muscle relaxation Attentional bias Randomized controlled trial

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A Study on test anxiety of Chinese College English Learners in Computer-based Spoken English test

A Study on Test Anxiety of Chinese College English Learners ...

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作者：杨艳霞中国科学技术大学

学位级别：硕士

While the role of computers in language learning and teaching has been widely discussed in professional literature, much less has been studied about the application of computers in language testing. After a survey of the researches of computers in language testing, this paper focused on the analysis of test anxiety perceived by Chinese non-English majors in Computer-based Spoken English test (CBSET), on effective strategies to alleviate the anxieties and on test takers’attitude toward CBSET.Through questionnaires, CBSET, Oral Proficiency Interview (OPI), and interviews of college students, the research found that in the CBSET the major anxiety was caused by spoken English test rather than roused by the adoption of computers. Female students perceived a little more test anxiety than male students, though the anxiety difference was not significant. Besides, the perceived anxiety degree was negatively correlated with the language proficiency levels of the examinees. In terms of strategy, the results indicated that the reported strategies could effectively reduce test anxiety in CBSET. In particular, the most common learning strategy was that of memory and compensation, and the most frequently employed in CBSET was communication strategy. The findings also suggested that CBSET could effectively test and evaluate students’oral English abilities. In addition, the questionnaires and interviews told that students all preferred CBSET to OPI.The findings of the paper could provide constructive implication for both CBSET research and language pedagogy.

关键词： test anxiety computer-based spoken English test coping strategies

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Analysis of Non-English Major College Students’test anxiety in CET-4

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Open Journal of Applied Sciences 2024年第5期14卷 1380-1399页

作者： Baohua Zhang Department of College English Zhejiang Yuexiu University Shaoxing China

test anxiety, which means individuals show excessive worry, nervousness and anxiety in examination contexts, is becoming a more and more common phenomenon. A moderate level of test anxiety will motivate students while a too high or too low level of test anxiety will influence students’ academic performance and their cognitive abilities. Most present researches are focused on secondary school students or on the final exam of a specific school. Few researches on college students and standard tests can be found. Therefore, the researcher took 255 college students as samples to investigate the test anxiety level of non-English majors, their attitudes towards different test tasks (ATDTT) and the correlation between them. The results of the research are as follows: Firstly, the students from non-English majors are at the lower of a moderate test anxiety level in CET-4 and there is no significant gender difference. Secondly, among the four sections in CET-4, students are most positive in writing, less positive in translation and reading, and the least positive in listening. Thirdly, students’ ATDTT in CET-4 are negatively correlated with total test anxiety, cognitive anxiety and emotional anxiety. The researcher hopes this research can offer some help to teachers and students in need.

关键词： test anxiety CET-4 test Students’ ATDTT in CET-4

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Oral but not written test anxiety is related to social anxiety

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World Journal of Psychiatry 2016年第3期6卷 351-357页

作者： Lisa Laurin-Barantke Jürgen Hoyer Lydia Fehm Susanne Knappe Institute of Clinical Psychology and Psychotherapy Technische Universitat Dresden Center for Psychotherapy (ZPHU) Humboldt-Universitat zu Berlin Institute of Clinical Psychology and Psychotherapy Center for Preventive Intervention StudiesTechnische Universitat Dresden

AIM To examine the associations of test anxiety(TA) in written vs oral exam situations with social anxiety(SA).METHODS A convenience sample of 204 students was recruited at the Technische Universit?t Dresden(TU Dresden,Germany) and contacted via e-mail asking to complete a cross-sectional online survey based on established *** study protocol was approved by the ethics committee of the TU *** data of n = 96 students were available for dependent t-tests and correlation analyses on the associations of SA and TA respectively with trigger events,cognitions,safety behaviors,physical symptoms and *** were run using *** Levels of TA were higher for fear in oral exams than for fear in written exams(M = 48.1,SD = 11.5 vs M = 43.7,SD = 10.1 P 0.05;Pearson's r = 0.223,P > 0.05).Compared to written TA,triggerevents were more often reported for oral TA(18.2% vs 30.3%,P = 0.007);which was also accompanied more often by test-anxious cognitions(7.9% vs 8.5%,P = 0.001),safety behavior(8.9% vs 10.3%,P < 0.001) and physical symptoms(for all,P < 0.001).CONCLUSION Written,but not oral TA emerged being unrelated to SA and may rather not be considered as a typical facet of SA disorder.

关键词： Social anxiety Derealization test anxiety Depersonalization Safety behavior

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Relationship between staying up late and test anxiety or academic self-efficacy of college students

Relationship between staying up late and test anxiety or aca...

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2019中国生理学会学术年会暨张锡钧基金第十五届全国青年优秀生理学学术论文交流会及第十三届全国青年生理学工作者学术会议

作者：王钰 Wang Meng-Ya Cell Electrophysiology Laboratory Wannan Medical College

Objective: To explore the relationship between college students’ staying up late and test anxiety or academic self-efficacy, so as to provide suggestions for relieving their staying up late and improving work-study ***: The 605 college students from two colleges were investigated by self-designed general situation questionnaire, test anxiety scale(TAI) and academic self-efficacy ***: The incidence of staying up late in college students was 92.2%.Compared with non-staying up students, college students who stayed up late scored higher on the test anxiety scale and lower on academic self-efficacy(Ptest anxiety scores(r=0.417,r=0.219, Ptest anxiety and with their academic self-efficacy.

关键词： College students Staying up late test anxiety Academic self-efficacy

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ELIMINATE MEASUREMENT ERROR ATTRIBUTABLE TO test anxiety

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Chinese Journal of Applied Linguistics 2005年第6期28卷 120-123,81+129页

作者：黄涛张旭红西昌学院外语系

This paper illustrates students' test anxiety attributable to test itself from four aspects of testing procedure — planning, preparing, administrating, and scoring. It is the test anxiety that impedes effective and successful testing performance of students and further causes measurement error. All educators endeavor to eliminate measurement error and expect no biased results or decisions based on students' observed scores. Therefore, suggestions to solve such problems are provided here.

关键词： eliminate measurement error test anxiety testing procedure

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Neurofeedback Treatment of College Students' test on anxiety, Depression, Personality, and Mood

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Journal of Electronic Science and Technology of China 2009年第3期7卷 232-235页

作者： Dan Zhu Yuan Li Jin Yang School of Educational Science Sichuan Normal University Chengdu 610068 China School of Political and Public Management University of Electronic Science and Technology of China Chengdu 610054 China

Biofeedback is used to treat the mental diseases of college students, such as test anxiety, depression, personality, and mood. anxiety of the colleague students was first tested by test anxiety scale （TAS） and then treated by biofeedback. After getting the biofeedback treatment, the students＇ TAS scores, blood volume pulse, and skin conductance were decreased, especially, their TAS scores dropped markedly. Meanwhile, the level of EEG （61 rhythm/a rhythm） and peripheral temperature increased observably. Then, neurofeedbaek （β1 rhythm/α rhythm） was applied to treat students＇ depression, personality, and mood. As a result, these three kinds of symptoms got alleviated. And their therapeutic effects based on neurofeedback were more stable, durative and less reerudescent.

关键词： Biofeedback depression mood,neurofeedback personality test anxiety

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Analysis of licensure examination anxiety and its influencing factors among undergraduate nursing students

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Journal of Integrative Nursing 2021年第3期3卷 110-116页

作者： Doreen Asantewa ABEASI Frank Bediako AGYEI Department of Nursing and Midwifery Presbyterian University CollegeAsante‑AkyemGhana

Background:Examination anxiety is a concern for educational policymakers because of the impact it can have on the overall outcome of the performance of the candidates who partake in such ***:The aim of this study is to determine the examination anxiety level of students of Nursing and Midwifery College,Agogo,and Presbyterian University College and to evaluate the factors affecting *** and Methods:A total of 160 undergraduate nursing students comprising 80 degree and 80 diploma students were conveniently sampled for the *** study was conducted in September 2019 using a descriptive cross-sectional *** Westside test anxiety Scale was used to measure examination anxiety among the participants.A researcher-designed questionnaire in which participants responded to a three-point Likert scale was used to assess factors influencing examination ***:The findings of the study showed that test anxiety was higher among the diploma candidates(M=3.60)than the degree candidates(M=2.95)and the difference was statistically significant(P=0.024).Demographic characteristics such as age(P=0.009),sex(P=0.003),study hours per day(P=0.001)were found to be significantly associated with test *** factors found to influence examination anxiety among students were volume of materials to study(P=0.044),level of preparation(P=0.005)perceived difficulty of the questions(P=0.033)and myth about examinations(P=0.000).The perceived importance of the examination(P=0.057)and schedule of the exams(P=0.68)did not influence examination ***:Candidates for the licensure examination organized by the Nursing and Midwifery Council of Ghana should be assessed for test anxiety and offered the necessary psychological support where necessary.

关键词： Education Ghana licensure nursing test anxiety undergraduate

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基于事件相关电位（ERPs）和机器学习的考试焦虑诊断

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心理学 2020年第2期

作者：章文佩沈群伦宋锦涛周仁来

考试焦虑对个体的身心具有严重危害。传统诊断考试焦虑的方法容易受到个体主观态度的影响，从而影响对个体考试焦虑的发现与及早干预。为了克服传统主观问卷对考试焦虑群体诊断的不足，本研究提出脑电神经数据结合机器学习的客观综合诊... 详细信息

考试焦虑对个体的身心具有严重危害。传统诊断考试焦虑的方法容易受到个体主观态度的影响，从而影响对个体考试焦虑的发现与及早干预。为了克服传统主观问卷对考试焦虑群体诊断的不足，本研究提出脑电神经数据结合机器学习的客观综合诊断方法评估个体的考试焦虑水平。研究采用情绪Stroop范式，结合脑电技术测量个体对考试焦虑者的注意抑制功能，机器学习基于此前提，提取P1，P2，N2，P3和LPP五种事件相关电位(ERP)成分，以卷积神经网络(CNN)为主采用7种常见的机器学习算法对个体考试焦虑程度进行进一步的诊断。结果表明CNN对考试焦虑诊断的准确率达86.5%，F1-score为0.911，显著高于其他6种常见算法。因此采用CNN对脑电信号进行深度学习得出的诊断模型能够有效地对个体的考试焦虑程度进行诊断。

关键词：机器学习考试焦虑情绪Stroop ERPs machine learning test anxiety emotional Stroop ERPs

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