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目的:探讨书写表达对参加大学英语六级考试(CET-6)的高、低考试焦虑大学生考试成绩的影响,并比较考前9天和考前30分钟进行干预的效果。方法:将考生随机分为书写表达组和对照组,书写表达组在CET-6考前9天或考前30分钟书写对考试的心理体验和感受,对照组则书写中性主题。结果:书写表达组考试高焦虑被试的CET-6成绩显著高于对照组的高焦虑被试;而两组的低考试焦虑被试的成绩差异不显著;考前9天和考前30分钟进行书写表达干预对CET-6成绩的影响差异不显著。结论:书写表达能够促进考试高焦虑考生CET-6的考试成绩,考前9天和考前30分钟进行干预的效果相同。
Objective: To investigate the effect of writing on the test scores of high and low test anxiety college students participating in the CET-6 and to compare the effect of intervention on 9 days and 30 minutes before the exam. Methods: Candidates were randomly divided into writing expression group and control group. The writing expression group wrote the psychological experience and feelings of the examination 9 days before CET-6 or 30 minutes before the test, while the control group wrote the neutral subject. Results: The CET-6 scores of high anxiety test subjects in writing expression test group were significantly higher than those in control group. There was no significant difference between the two groups in the scores of low anxiety test subjects. Nine days before exam and 30 minutes before exam There was no significant difference in the effect of writing intervention on CET-6 score. Conclusion: The written expression can promote the examination result of CET-6, which is the same as the 9th pre-test and 30-minute pre-test.