当前位置: X-MOL 学术Educ. Psychol. Rev. › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Test Anxiety and Physiological Arousal: A Systematic Review and Meta-Analysis
Educational Psychology Review ( IF 10.1 ) Pub Date : 2020-08-16 , DOI: 10.1007/s10648-020-09543-z
Anna-Lena Roos , Thomas Goetz , Martin Voracek , Maike Krannich , Madeleine Bieg , Amanda Jarrell , Reinhard Pekrun

Test anxiety is a widespread and mostly detrimental emotion in learning and achievement settings. Thus, it is a construct of high interest for researchers and its measurement is an important issue. So far, test anxiety has typically been assessed using self-report measures. However, physiological measures (e.g., heart rate or skin conductance level) have gained increasing attention in educational research, as they allow for an objective and often continuous assessment of students’ physiological arousal (i.e., the physiological component of test anxiety) in real-life situations, such as a test. Although theoretically one would assume self-report measures of test anxiety and objective physiological measures would converge, empirical evidence is scarce and findings have been mixed. To achieve a more coherent picture of the relationship between these measures, this systematic review and meta-analysis investigated whether higher self-reported test anxiety is associated with expected increases in objectively measured physiological arousal. A systematic literature search yielded an initial 231 articles, and a structured selection process identified 29 eligible articles, comprising 31 studies, which met the specified inclusion criteria and provided sufficient information about the relationship under investigation. In line with theoretical models, in 21 out of the 31 included studies, there was a significant positive relationship between self-reported test anxiety and physiological arousal. The strengths of these correlations were of medium size. Moderators influencing the relation between these two measures are discussed, along with implications for the assessment of physiological data in future classroom-based research on test anxiety.



中文翻译:

测试焦虑和生理兴奋:系统评价和荟萃分析

在学习和成就方面,考试焦虑是一种普遍且主要有害的情绪。因此,它是研究人员非常感兴趣的结构,其测量是一个重要的问题。到目前为止,通常使用自我报告方法评估考试焦虑。但是,生理测量(例如,心率或皮肤电导水平)在教育研究中受到越来越多的关注,因为它们可以客观,经常地连续评估学生的生理唤醒(即测试焦虑的生理成分),生活状况,例如测试。尽管从理论上讲,人们会假设自我报告的测试焦虑程度和客观的生理指标会趋于一致,但是经验证据却很少,而且发现也各不相同。为了更清楚地了解这些措施之间的关系,本系统综述和荟萃分析调查了较高的自我报告的考试焦虑是否与客观测量的生理唤醒的预期增加相关。系统的文献检索产生了初步的231篇文章,结构化的筛选过程确定了29篇合格文章,包括31项研究,这些研究符合指定的纳入标准,并提供了有关所研究关系的足够信息。根据理论模型,在31项纳入研究中的21项中,自我报告的考试焦虑与生理唤醒之间存在显着的正相关。这些关联的强度中等。讨论了影响这两种措施之间关系的主持人,

更新日期:2020-08-16
down
wechat
bug