An assessment of appraisal, anxiety, coping, and procrastination during an examination period
An assessment of appraisal, anxiety, coping, and procrastination during an examination period
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对考试期间的评价、焦虑、应对和拖延进行评估
DOI：
10.1002/per.2410030305
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发表时间：
1989
影响因子：
5.9
通讯作者：
N. Endler
中科院分区：
文献类型：
--
作者：
C. Lay;J. Edwards;J. Parker;N. Endler
高中生回答了一份清单，其中包括拖延症和社会评价特质焦虑的倾向测量。随后，在他们第一次考试(第一阶段)的前7天，40名女性和23名男性学生每个人都完成了关于他们即将到来的考试期间的状态焦虑、对应激源情况的感知和应对方式的测量。这些判断在第一次检查前1天(阶段2)重复，并在最后一次检查(阶段3)后5天再次进行。相关分析表明，威胁和伤害知觉与状态焦虑呈高度正相关，而挑战和获得感与状态焦虑呈中度负相关。状态焦虑与以情绪为中心的应对有关，但与以问题为中心的应对无关。在对高拖延性、高特质焦虑的受试者进行的方差分析中，他们在第一阶段感受到的挑战最小。在一项“特立独行”的事后分析中，在每个阶段，高度拖延者比低拖延者更有可能向自己保证“下一次事情会有所不同”。讨论包括评估在使用应对方式(Folkman和Lazarus，1985)量表时是否需要具体。
High School students responded to an inventory which included dispositional measures of procrastination and social evaluation trait anxiety. Subsequently, and 7 days prior to their first examination (Stage 1), each of the 40 female and 23 male students completed measures of state anxiety, perception of the stressor situation, and ways of coping, all with regard to their approaching exam period. These judgments were repeated 1 day prior to their first examination (Stage 2), and again 5 days after their last examination (Stage 3). Correlational analyses indicated that threat and harm perceptions were highly positively related to state anxiety, whereas challenge and gain were moderately and negatively related. State anxiety was linked to emotion‐focused coping, but was independent of problem‐focused coping. In an analysis of variance, high procrastination, high trait anxious subjects felt the least challenged at Stage 1. In a ‘maverick’, post hoc analysis, high procrastinators were more likely than low procrastinators at each stage to promise themselves ‘that things will be different next time’. Discussion included an assessment of the need for specificity when using the Ways of Coping (Folkman and Lazarus, 1985) scale.