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Benefits of expressive writing in reducing test anxiety: A randomized controlled trial in Chinese samples

机译:表达写作减少考试焦虑的好处:中文样品中的随机对照试验

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摘要

To explore the effect of expressive writing of positive emotions on test anxiety among senior-high-school students.The Test Anxiety Scale (TAS) was used to assess the anxiety level of 200 senior-high-school students. Seventy-five students with high anxiety were recruited and divided randomly into experimental and control groups. Each day for 30 days, the experimental group engaged in 20 minutes of expressive writing of positive emotions, while the control group was asked to merely write down their daily events. A second test was given after the month-long experiment to analyze whether there had been a reduction in anxiety among the sample. Quantitative data was obtained from TAS scores. The NVivo10.0 software program was used to examine the frequency of particular word categories used in participants' writing manuscripts.Senior-high-school students indicated moderate to high test anxiety. There was a significant difference in post-test results (P 0.05). Students' writing manuscripts were mainly encoded on five code categories: cause, anxiety manifestation, positive emotion, insight and evaluation. There was a negative relation between positive emotion, insight codes and test anxiety. There were significant differences in the positive emotion, anxiety manifestation, and insight code categories between the first 10 days' manuscripts and the last 10 days' ones.Long-term expressive writing of positive emotions appears to help reduce test anxiety by using insight and positive emotion words for Chinese students. Efficient and effective intervention programs to ease test anxiety can be designed based on this study.
机译:探讨积极情绪对高中生考生焦虑的表达写作的影响。试验焦虑规模(TAS)评估200人高中生的焦虑水平。招募七十五名高焦虑的学生,随机划分为实验和对照组。每天30天,实验组从事20分钟的表现形式的积极情绪,而控制组被要求仅编写日常活动。在一个月长的实验后给出了第二种测试,以分析样品中是否有减少焦虑。从TAS分数获得定量数据。 NVIVO10.0软件程序用于检查参与者写作稿件中使用的特定字类别的频率。森里高中学生表明中度至高测试焦虑。测试后结果存在显着差异(P 0.05)。学生的写作稿件主要是在五个码类别编码:原因,焦虑表现,积极的情感,洞察力和评估。积极情绪,见解和测试焦虑之间存在负面关系。在前10天'手稿和过去10天之间的积极情绪,焦虑表现和洞察代码类别中存在显着差异。似乎对积极情绪的抒情表现形式似乎通过使用洞察力和积极来减少考试焦虑中国学生的情感词。可以根据这项研究设计有效和有效的干预计划,以简化测试焦虑。

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