テスト不安とワーキングメモリの関係及び 筆記を用いた介入に関する研究動向

The Relationship Between Test Anxiety, Working Memory and Expressive Writing Interventions

則武 良英

湯澤 正通

広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part 3, Education and human science

This paper reviewed the resent research about the behavioral and cognitive effects of negative emotions on performance. The relationship between negative emotions (e.g., test anxiety, pressure-induced worry, and stereotype threat), working memory, emotional regulation, and short expressive writing interventions was considered. The following suggestions were acquired: (1) negative emotions temporarily decrease the capacity of working memory to affect the task performances during the test situations; (2) maladaptive emotional regulation decreases working memory capacity; (3) reappraisal is an adaptive and effective emotional regulation strategy for handling negative emotions in testing situations; and (4) short expressive writing facilitates reappraisal and improves temporary working memory capacity if the individuals felt negative emotions during the test situation. Short benefits-focused writing is another effective intervention for managing negative emotions during test situations; this strategy could alleviate younger people’s test anxiety. However short expressive writing is not necessarily usually effective for handling negative emotions, could be effective under some conditions. Future studies are necessary to identifying these specific conditions, including age, context, task types, and instances of anxiety.

test anxiety

working memory

emotinal regulation

expressive writing

テスト不安

ワーキングメモリ

感情制御

筆記開示

教育 [ 370 ]

日本語

広島大学大学院教育学研究科

[ISSN] 1346-5562

[NCID] AA11625039