The Effect Of Test Anxiety On Impact Bias Of Test Scores In High School Students And Intervention

Senior high school is an important stage of personal growth and an important turning point in life.Senior high school students are facing the challenge of college entrance examination,and their learning behavior takes up a large proportion of their daily life.High school students' learning behavior is affected by multiple factors,among which the influence of emotion is very important.Emotions are complex and changeable.High school students' emotions will change with the occurrence of something in the future.Therefore,the emotional experience of future events may have some deviation from the previous emotional prediction,that is,the impact bias.According to previous studies,it can be inferred that impact bias will be reflected in various learning behaviors of senior high school students,especially in exam behaviors,and has a close relationship with exam anxiety.Therefore,the current study will focus on exploring whether there are real impact bias when senior high school students predict test scores,and whether and how these biases are affected by test anxiety.The purpose of study 1 is to verify whether the impact bias of senior high school students in the test results is real,and whether test anxiety has an impact on the impact bias of high school students' test results.The study 2 took the final exam as the research context,aiming to explore whether test anxiety affects the impact bias of high school students through focalism and immune neglect through the intervention effect of defocusing exercise and adaptive exercise.The results showed that: there were significant differences between the affective prediction value and the affective experience value in both positive and negative emotions.Under the condition of negative emotion,test anxiety was significantly correlated with affective prediction bias(correlation coefficient was 0.279),but the correlation was not significant after controlling for affective prediction.Under the condition of negative emotion,there was no significant difference between the affective predictive value and the affective experience value between the subjects in the unfocused group and the subjects in the adaptive exercise group.The test anxiety of the subjects in the unfocused group was not correlated with the affective predictive value,while the test anxiety of the participants in the adaptive exercise group was significantly correlated with the affective predictive value(the correlation coefficient was 0.532).The conclusions are as follows:(1)High school students' test scores have impact bias.(2)Under the condition of negative emotion,test anxiety has a positive effect on the impact bias of high school students' test scores by affecting the affective prediction value,that is,the higher the level of test anxiety,the higher the negative emotional prediction value,and further lead to the greater the negative impact bias.(3)Defocusing exercise and adaptive exercise can reduce the impact bias of negative emotion,but only defocusing exercise can reduce the effect of test anxiety on affective prediction value and impact bias of negative emotion,which shows that test anxiety affects the affective prediction value of negative emotion through focalism,and then affects the impact bias of negative emotion.