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高成绩青少年的焦虑和表现:8个一般和特定的焦虑指标和13个学年级之间的关联
Likhanov Maxim1, Alenina Evgenia2, Bloniewski Tomasz3
1Aix Marseille Univ, CNRS, CRPN, Marseille, France.
PsyCh journal
|March 12, 2026
概括
特定领域的焦虑,而不是一般的焦虑,影响学业表现,即使在高成绩的学生. 担心可能与绩效有积极的相关性,这表明有动机方面的因素.
科学领域:
- 教育心理学教育心理学
- 认知心理学 认知心理学
- 发展心理学 发展心理学
背景情况:
- 一般和特定焦虑与学业成绩之间的关系尚未得到充分理解.
- 现有研究尚未完全阐明不同类型的焦虑如何影响各种学科学习.
研究的目的:
- 在多个学科中调查域一般和域特定焦虑和学业表现之间的关联.
- 在STEM,艺术,体育和文学领域的高成绩青少年中检查这些联系.
主要方法:
- 在约800名高成绩青少年 (平均年龄15.26) 中评估了八项焦虑指标 (特征,状态,数学,空间,社会,担忧,焦虑敏感性,GAD症状).
- 在13名学科中检查了焦虑测量和绩效之间的相关性和回归分析.
主要成果:
- 所有焦虑指标都被加载到一个单一的一般焦虑因子中 (51%的差异).
- 一般领域的焦虑对学业成绩的影响很小,而特定领域的焦虑则预测了相关科目的表现 (例如,数学焦虑和数学表现).
- 甚至在高成绩的学生中也观察到负面的焦虑-绩效联系,效果大小小到中等. 担心与表现有积极的相关性.
结论:
- 特定领域的焦虑与学术表现更相关,而不是一般领域的焦虑.
- 教育干预措施应考虑焦虑影响学生成绩的具体性质.
- 担心与绩效的积极关联要求进一步调查其动机和兴奋成分.
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