Implementation intentions and test anxiety: Shielding academic performance from distraction

被引：42

作者：

Parks-Stamm, Elizabeth J. ^{[1
]}

Gollwitzer, Peter M. ^{[1
,2
]}

Oettingen, Gabriele ^{[1
,3
]}

机构：

[1] NYU, Dept Psychol, New York, NY 10003 USA

[2] Univ Konstanz, D-7750 Constance, Germany

[3] Univ Hamburg, Hamburg, Germany

来源：

LEARNING AND INDIVIDUAL DIFFERENCES | 2010年 / 20卷 / 01期

基金：

美国国家科学基金会;

关键词：

Implementation intentions; Distraction; Test anxiety; Plans; Goal shielding; WORKING-MEMORY; PLANS; INTERFERENCE; PRESSURE; CHOKING;

D O I：

10.1016/j.lindif.2009.09.001

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

College students whose test anxiety was measured completed a working memory-intensive math exam with televised distractions. Students were provided with implementation intentions (if-then plans; Gollwitzer, 1999) designed to either help them ignore the distractions (i.e., temptation-inhibiting plans) or focus more intently on the math exam (i.e., task-facilitating plans). Regression analyses showed that as test anxiety increased, the effectiveness of temptation-inhibiting implementation intentions increased, whereas task-facilitating implementation intentions increasingly harmed performance as test anxiety increased. In addition, the consequences of these plans differed significantly for those high in test anxiety. Implications for effective self-regulation by test-anxious students are discussed. (C) 2009 Elsevier Inc. All rights reserved.

引用

页码：30 / 33

页数：4

共 27 条

[11] Implementation intentions -: Strong effects of simple plans [J].