This study explores the emotional impact of contextually-relevant source texts (STs) and their influence on student translators' behavior. During the first weeks of the Spanish COVID-19 lockdown, an experimental study was carried out in which 69 Spanish translation students were instructed to translate two English STs with different evaluative attitudes (i.e. optimistic vs. pessimistic) toward the COVID-19 crisis. The study explored whether the different optimistic vs pessimistic framing of the crisis would influence the students' use of translation strategies (h1), their levels of anxiety (h2) and their levels of affect (h3) after both reading and translating the STs. Results revealed statistically significant differences between the two translation strategies analyzed (i.e. emphasis and attenuation), with more emphasizing strategies than attenuating ones, regardless of the group. Moreover, a significant effect of the interaction between text and group was also reported, which indicated an overall stronger inclination to alter —either mitigating or emphasizing— evaluative language in the pessimistic text. A significant increase in participants' levels of anxiety and negative affect was also found after the pessimistic framing as compared to the optimistic one. Data also pointed to differences between reading and translating in terms of the participant's anxiety levels, with statistically significant higher anxiety scores after reading than translating.

本研究探讨了与上下文相关的源文本 (ST) 的情感影响及其对学生翻译行为的影响。在西班牙 COVID-19 封锁的最初几周，进行了一项实验研究，指导 69 名西班牙翻译学生翻译两种对 COVID-19 危机持不同评价态度（即乐观与悲观）的英语 ST。该研究探讨了危机的不同乐观与悲观框架是否会影响学生在阅读和翻译原文后对翻译策略的使用 (h1)、他们的焦虑水平 (h2) 和他们的情感水平 (h3)。结果显示所分析的两种翻译策略（即强调和衰减）之间存在统计学上的显着差异，强调策略多于弱化策略，与组无关。此外，还报告了文本和组之间的交互作用的显着影响，这表明总体上更倾向于改变——减轻或强调——悲观文本中的评价性语言。与乐观框架相比，悲观框架后参与者的焦虑和负面情绪水平显着增加。数据还表明，阅读和翻译在参与者的焦虑水平方面存在差异，阅读后的焦虑得分显着高于翻译。这表明总体上更倾向于改变（减轻或强调）悲观文本中的评价性语言。与乐观框架相比，悲观框架后参与者的焦虑和负面情绪水平显着增加。数据还表明，阅读和翻译在参与者的焦虑水平方面存在差异，阅读后的焦虑得分显着高于翻译。这表明总体上更倾向于改变（减轻或强调）悲观文本中的评价性语言。与乐观框架相比，悲观框架后参与者的焦虑和负面情绪水平显着增加。数据还表明，阅读和翻译在参与者的焦虑水平方面存在差异，阅读后的焦虑得分显着高于翻译。