A Comparative Study Of Working Memory Training And Attentional Bias Training On Exam Anxiety In High School Students

This thesis studies the high school students as subjects and uses emotional stroop task to investigate the differences of attention control between high test anxiety and low test anxiety.Two types of behavioral intervention training are conducted for high-exam anxious persons,namely attentional bias correction training and working memory refresh correction training.Note that the selection of bias correction training is a point detection task.The premise of working memory refresh correction training is to create task-independent thinking,that is,to control the examination and threat of experimental materials.This study used pre-test and post-test and emotional stroop tasks to investigate inclusion which training method is more effective for improving the anxiety level of high test anxiety.In the first study,forty high school students were selected.The high test anxiety group and the low test anxiety group each included twenty high school students.The emotional stroop task was used to explore the difference in attention control between high test anxiety and low test anxiety.Study two selected eighty high-test anxious people from high school students and divided them into group one,group two,group three,and group four.The four groups of high-test anxiety subjects were first tested for emotional stroop tasks.And four groups were followed for three weeks of attentional bias correction training,working memory refresh correction training,working memory refresh and attentional bias correction training,and the control group did not.After any training,the last four groups completed the emotional stroop task.By comparing the effects of the pre-test and post-test experiments,the effective methods of corrective training for the high-test anxiety testers are discussed.The results show that:(1)There are significant differences in attention control between the high-test test anxiety testers and the low test anxious testers.The performance of attention control of anxiety testers is even worse.(2)The experimental effect of attentional bias correction training on the improvement of attention control of anxious people in high exams is not obvious.(3)Working memory refreshing correction training greatly improves the mood improvement ability of anxious people in college entrance examination,and the experimental effect is obvious,and the training method is effective.(4)At the same time,those with anxiety in high exams can refresh their corrective training and attentional bias training at the same time,which can improve their attention bias and improve their ability to control their emotions.(5)Comparing the three training methods,only those with anxiety in high exams only have refreshing and corrective training on working memory,which improves their ability to control their emotions and has the best effect on improving their anxiety.The conclusion of this study is as follows:(1)The attention-biased control ability of those with high test anxiety in emotional stroop tasks is significantly weaker than those with low test anxiety.(2)The point detection task did not significantly improve the attention control ability and anxiety level of the anxious people in the high exam.(3)In order to improve the emotional control ability of high test anxious people,on the basis of creating task-independent thinking in the experiment,refreshing working memory training of high test anxious high school students can reduce the level of anxiety of participants.(4)Compared with attentional bias correction training,working memory refresh training is more capable of deep processing stimulation,and working memory training is more effective in improving high test anxiety.