{"title":"\"我一定要考出好成绩!\":认知评价、非理性信念、考试焦虑和情感在本科生学术自我概念中的作用。","authors":"M J Turner, A L Evans, G Fortune, N J Chadha","doi":"10.1080/10615806.2024.2360732","DOIUrl":null,"url":null,"abstract":"<p><strong>Background and objectives: </strong>Examination anxiety is a common occurrence, and is potentially detrimental to student attainment. In recent theorizing, it has been suggested that cognitive appraisals, as put forth in cognitive appraisal theory, and irrational beliefs, as put forth in rational emotive behavior therapy, may interact to predict affectivity. The current research examines the antecedents and associates of examination affect and academic self-concept in undergraduate students.</p><p><strong>Design: </strong>A preliminary study applied confirmatory factor analysis (CFA) to test the factor structure of an irrational beliefs inventory. Study 1 utilized a cross-sectional and correlational approach to testing core theoretical assumptions. Study 2 took a two-wave longitudinal and path analytical approach to examine temporal effects between target variables.</p><p><strong>Method: </strong>All self-report data collection took place in the United Kingdom with university students. We recruited <i>n</i> = 1150, <i>n</i> = 362, <i>n</i> = 662 for preliminary, study 1, and study 2, respectively.</p><p><strong>Results: </strong>Across studies, data indicated that a pattern of adaptive cognitive appraisal was associated with more advantageous affectivity, and better academic self-concept.</p><p><strong>Conclusions: </strong>Reciprocal temporal relationships were revealed between many variables, supporting an interactive and bidirectional view of how cognition and affect are related pertaining to examination anxiety.</p>","PeriodicalId":51415,"journal":{"name":"Anxiety Stress and Coping","volume":" ","pages":"721-744"},"PeriodicalIF":2.3000,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"\\\"I must make the grade!\\\": the role of cognitive appraisals, irrational beliefs, exam anxiety, and affect, in the academic self-concept of undergraduate students.\",\"authors\":\"M J Turner, A L Evans, G Fortune, N J Chadha\",\"doi\":\"10.1080/10615806.2024.2360732\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background and objectives: </strong>Examination anxiety is a common occurrence, and is potentially detrimental to student attainment. In recent theorizing, it has been suggested that cognitive appraisals, as put forth in cognitive appraisal theory, and irrational beliefs, as put forth in rational emotive behavior therapy, may interact to predict affectivity. The current research examines the antecedents and associates of examination affect and academic self-concept in undergraduate students.</p><p><strong>Design: </strong>A preliminary study applied confirmatory factor analysis (CFA) to test the factor structure of an irrational beliefs inventory. Study 1 utilized a cross-sectional and correlational approach to testing core theoretical assumptions. Study 2 took a two-wave longitudinal and path analytical approach to examine temporal effects between target variables.</p><p><strong>Method: </strong>All self-report data collection took place in the United Kingdom with university students. We recruited <i>n</i> = 1150, <i>n</i> = 362, <i>n</i> = 662 for preliminary, study 1, and study 2, respectively.</p><p><strong>Results: </strong>Across studies, data indicated that a pattern of adaptive cognitive appraisal was associated with more advantageous affectivity, and better academic self-concept.</p><p><strong>Conclusions: </strong>Reciprocal temporal relationships were revealed between many variables, supporting an interactive and bidirectional view of how cognition and affect are related pertaining to examination anxiety.</p>\",\"PeriodicalId\":51415,\"journal\":{\"name\":\"Anxiety Stress and Coping\",\"volume\":\" \",\"pages\":\"721-744\"},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2024-11-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Anxiety Stress and Coping\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1080/10615806.2024.2360732\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/6/2 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHIATRY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Anxiety Stress and Coping","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/10615806.2024.2360732","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/6/2 0:00:00","PubModel":"Epub","JCR":"Q2","JCRName":"PSYCHIATRY","Score":null,"Total":0}
"I must make the grade!": the role of cognitive appraisals, irrational beliefs, exam anxiety, and affect, in the academic self-concept of undergraduate students.
Background and objectives: Examination anxiety is a common occurrence, and is potentially detrimental to student attainment. In recent theorizing, it has been suggested that cognitive appraisals, as put forth in cognitive appraisal theory, and irrational beliefs, as put forth in rational emotive behavior therapy, may interact to predict affectivity. The current research examines the antecedents and associates of examination affect and academic self-concept in undergraduate students.
Design: A preliminary study applied confirmatory factor analysis (CFA) to test the factor structure of an irrational beliefs inventory. Study 1 utilized a cross-sectional and correlational approach to testing core theoretical assumptions. Study 2 took a two-wave longitudinal and path analytical approach to examine temporal effects between target variables.
Method: All self-report data collection took place in the United Kingdom with university students. We recruited n = 1150, n = 362, n = 662 for preliminary, study 1, and study 2, respectively.
Results: Across studies, data indicated that a pattern of adaptive cognitive appraisal was associated with more advantageous affectivity, and better academic self-concept.
Conclusions: Reciprocal temporal relationships were revealed between many variables, supporting an interactive and bidirectional view of how cognition and affect are related pertaining to examination anxiety.
期刊介绍:
This journal provides a forum for scientific, theoretically important, and clinically significant research reports and conceptual contributions. It deals with experimental and field studies on anxiety dimensions and stress and coping processes, but also with related topics such as the antecedents and consequences of stress and emotion. We also encourage submissions contributing to the understanding of the relationship between psychological and physiological processes, specific for stress and anxiety. Manuscripts should report novel findings that are of interest to an international readership. While the journal is open to a diversity of articles.