Sense of Coherence, Coping Strategies, and Test Anxiety as Predictors of Test Performance Among College Students
Sense of Coherence, Coping Strategies, and Test Anxiety as Predictors of Test Performance Among College Students
复制标题
DOI：
10.1037/1072-5245.15.3.289
复制
发表时间：
2008-08-01
影响因子：
4
通讯作者：
Rosenfeld, Michal J.
中科院分区：
文献类型：
--
作者：
Cohen, Miri;Ben-Zur, Hasida;Rosenfeld, Michal J.
该研究测试了216名一年级本科生的连贯感（SOC; Antonovsky，1987），应对策略和考试焦虑作为考试成绩的预测因素。学生参加了3门必修课，并完成了第二学期最后一次会议期间评估SOC，应对和考试焦虑的清单;他们的期末考试成绩被记录下来。结果表明，SOC与考试焦虑呈负相关，而情绪集中应对和回避与考试焦虑呈正相关。问题集中应对对考试成绩有积极贡献，回避应对对考试成绩有不利影响。这些数据表明，考试焦虑与成绩等级的相关性最小，这两项措施与应对策略和SOC有一定的差异。
The study tested sense of coherence (SOC; Antonovsky, 1987), coping strategies, and test anxiety as predictors of test performance in 216 1st-year undergraduates. The students attended 3 obligatory courses and completed inventories assessing SOC, coping, and test anxiety during the final session of the 2nd semester; their grades on the final examination were recorded. The results showed SOC to be negatively related to test anxiety, whereas emotion-focused coping and avoidance were positively related to it. Problem-focused coping contributed positively to performance on the test, and avoidance coping adversely affected test grades. The data suggest that test anxiety is minimally associated with performance grades, and the 2 measures are related somewhat differentially to coping strategies and SOC.