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ID 46827
file
title alternative
The Relationship Between Test Anxiety, Working Memory and Expressive Writing Interventions
creator
Noritake, Yoshihide
subject
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
NDC
Education
abstract
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.
journal title
Bulletin of the Graduate School of Education, Hiroshima University. Part 3, Education and human science
issue
Issue 67
start page
201
end page
209
date of issued
2018-12-21
publisher
広島大学大学院教育学研究科
issn
1346-5562
ncid
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
department
Graduate School of Education
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