Mild test anxiety influences neurocognitive performance among African Americans and European Americans: identifying interfering and facilitating sources.
Mild test anxiety influences neurocognitive performance among African Americans and European Americans: identifying interfering and facilitating sources.
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轻度考试焦虑会影响非裔美国人和欧洲裔美国人的神经认知表现：识别干扰源和促进源。
DOI：
10.1037/a0037530
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发表时间：
2015
影响因子：
3.3
通讯作者：
Arbid,Natalie
中科院分区：
文献类型：
--
作者：
Thames,AprilD;Panos,StellaE;Arentoft,Alyssa;Byrd,DesireeA;Hinkin,CharlesH;Arbid,Natalie
目前的研究探讨种族/种族差异的测试相关的焦虑及其与神经认知性能的社区样本的非洲裔美国人（n= 40）和欧洲裔美国人（n= 36）的成年人。作者假设如下：（a）与消极评价相关的考试焦虑与较低的神经认知表现相关，而与消极评价无关的焦虑与较高的神经认知表现相关。(b)非裔美国人的参与者会报告更高水平的焦虑，负面的绩效评估比欧洲裔美国人。(c)欧洲裔美国人会报告更高水平的焦虑与负面的绩效评估无关。前两个假设得到了支持：种族/种族差异的考试焦虑出现，非洲裔美国人报告显着较高水平的负面性能评价，这是与较低的认知性能。第三个假设没有得到支持：非洲裔美国人和欧洲裔美国人报告了与负面评价无关的考试焦虑水平。
The current study examined ethnic/racial differences in test-related anxiety and its relationship to neurocognitive performance in a community sample of African American (n= 40) and European American (n= 36) adults. The authors hypothesized the following:(a) Test-anxiety related to negative performance evaluation would be associated with lower neurocognitive performance, whereas anxiety unrelated to negative evaluation would be associated with higher neurocognitive performance.(b) African American participants would report higher levels of anxiety about negative performance evaluation than European Americans.(c) European Americans would report higher levels of anxiety unrelated to negative performance evaluation. The first two hypotheses were supported: Ethnic/racial differences in test-taking anxiety emerged such that African Americans reported significantly higher levels of negative performance evaluation, which was associated with lower cognitive performance. The third hypothesis was not supported: African Americans and European Americans reported similar levels of test-anxiety unrelated to negative evaluation.
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DOI：
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