我们可以通过重新评估干预来减轻考试焦虑的影响吗? 科学课程中的复制研究在美国的多个机构类型中进行
Ruben S Thormodsæter1, Cissy J Ballen2, Sheritta Fagbodun3
1Department of Biological Sciences, University of Bergen, Bergen, Vestland, Norway, 5007.
CBE life sciences education
|February 23, 2026
概括
考试焦虑会对学生在科学,技术,工程和数学 (STEM) 课程中的表现产生负面影响. 在这项研究中,认知重新评估干预并没有减少测试焦虑或改善STEM课程表现.
科学领域:
- 教育心理学教育心理学
- 在STEM教育方面.
- 认知科学 认知科学
背景情况:
- 考试焦虑与学生在STEM领域的退缩有关.
- 现有的缓解焦虑的干预措施在各个机构中缺乏广泛的复制.
- 了解考试焦虑对表现的影响对于STEM保留至关重要.
研究的目的:
- 研究考试焦虑与STEM课程成绩之间的关系,考虑学生的特点和机构类型.
- 在多个高等教育机构复制用于测试焦虑的认知再评估干预.
- 评估干预措施在减少测试焦虑和改善STEM表现方面的有效性.
主要方法:
- 在干预前和后的调查中,测量了测试焦虑.
- 数据包括课程表现,学生特征和机构类型.
- 在7所机构的12个STEM课程中,将认知再评估干预与安慰剂条件进行了比较.
主要成果:
- 测试焦虑被证实是STEM课程表现的负面预测因素.
- 占主导地位的白人机构的黑人学生报告比历史黑人学院和大学的学生更高的考试焦虑.
- 认知重新评估干预没有显著影响自我报告的测试焦虑或学生表现.
结论:
- 考试焦虑仍然是STEM表现和磨损的一个重要因素.
- 测试的认知再评估干预在这个复制研究中没有有效.
- 需要进一步的研究,以开发在各种STEM教育环境中有效的干预测试焦虑.
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