【摘要】 目的:考察情绪表达对考试焦虑和工作记忆容量的调节效应。方法:选取332名大学生被试,采用考试焦虑量表(TAI)、数学运算-词语记忆任务(OSPAN)、情绪表达量表(EEI)分别测评考试焦虑水平、工作记忆容量和情绪表达水平。结果:TAI得分与工作记忆容量呈负相关(r=-0.36,P<0.01)。情绪表达可以调节考试焦虑与工作记忆容量的关系(β=0.19,P<0.01)。对于低情绪表达组的被试,考试焦虑水平对工作记忆容量有负向预测作用(β=-0.74,P<0.01);但对于高情绪表达组的被试,考试焦虑水平对工作记忆容量无预测作用(β=-0.07,P>0.05)。结论:高情绪表达水平可以缓冲考试焦虑对工作记忆容量的消极影响。更多还原

【Abstract】 Objective: To investigate the moderating role of emotional expressivity in the relationship between test anxiety and working memory capacity( WMC). Methods: Totally 332 college students were selected. The Test Anxiety Inventory( TAI),Emotional Expressivity Inventory( EEI) and Arithmetic Operation-Word Memory Span Task( OSPAN) were used to measure the severity of test anxiety,working memory capacity,and degree of emotional expressivity,respectively. Results: TAI scores were negatively correlated with WMC scores( r =-0. 36,P <0. 01). Emotional expressivity had a moderating effect between scores of test anxiety and WMC( β = 0. 19, P <0. 01). Test anxiety score negatively predicted WMC score in students with lowemotional expressivity( β =-0. 74,P < 0. 01), whereas it couldn ’ t predict WMC in those with high emotional expressivity( β =-0. 07, P >0. 05). Conclusion: It suggests that higher emotional expressivity could buffer the negative effect of test anxiety on working memory capacity.更多还原