پیش‌بینی اضطراب امتحان بر اساس نیازهای بنیادین روانشناختی و تنظیم شناختی هیجان بین دانشجویان دانشگاه فرهنگیان

محورهای موضوعی : روانشناسی تربیتی

مهدیه خلیلی خضرآبادی ¹ (کارشناسی ارشد روانشناسی بالینی، گروه روانشناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران)
سعید شفقتی ² (کارشناس‌ارشد روانشناسی بالینی، گروه روانشناسی، واحد رودهن، دانشگاه آزاد اسلامی، تهران، ایران)
فائزه اسحاقی مقدم ³ (کارشناسی ارشد روانشناس عمومی، گروه روانشناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران)
امین رفیعی پور ⁴ (دکتری تخصصی روانشناسی سلامت، استادیار، گروه روان شناسی، دانشگاه پیام نور، تهران، ایران)

تاریخ دریافت : 1398/09/07 تاریخ پذیرش : 1399/01/25 تاریخ انتشار : 1398/12/01

کلید واژه: اضطراب امتحان, تنظیم هیجان, نیاز روانشناختی,

چکیده مقاله :

اضطراب امتحان یکی از مشکلات شایع در بین محصلان است. پژوهش حاضر با هدف بررسی پیش‌بینی اضطراب امتحان بر اساس نیازهای بنیادین روانشناختی و تنظیم شناختی هیجان در دانشجویان انجام شد. تعداد 212 دانشجوی دانشگاه فرهنگیان شهر ارومیه در سال تحصیلی 1397 به روش نمونه‌گیری در دسترس انتخاب شدند و در این پژوهش شرکت کردند. ابزار گردآوری داده ها شامل پرسشنامه اضطراب امتحان، مقیاس ارضای نیازهای بنیادین روانشناختی و پرسشنامه راهبردهای تنظیم شناختی هیجانی بود. نتایج پژوهش نشان داد که نیازهای اساسی روانشناختی و راهبردهای سازش یافته تنظیم شناختی هیجان با اضطراب امتحان همبستگی منفی و راهبردهای سازش نایافته تنظیم شناختی هیجان با اضطراب امتحان همبستگی مثبت دارد (05/0>p). نتایج تحلیل رگرسیون گام به گام نیز حاکی از این بود که در گام اول، شایستگی 13درصد از واریانس اضطراب امتحان تبیین کرد. در گام دوم، با افزودن راهبردهای سازش نا یافته تنظیم هیجان به معادله رگرسیون، واریانس تبیین شده به 16 درصد افزایش یافت. در گام سوم با افزودن راهبردهای سازش یافته تنظیم هیجان، واریانس تبیین شده به 19 درصد افزایش یافت و در گام چهارم و با افزودن خودمختاری، واریانس تبیین شده به 21 درصد افزایش یافت. از این رو لازم است در زمینه اضطراب امتحان در دانشجویان، مداخلات روانشناختی به سمت تامین نیازهای اساسی روانشناختی و تنظیم شناختی هیجان سوق داده شود.

چکیده انگلیسی:

Test anxiety is one of the most common problems among students. The purpose of this study was to investigate the test anxiety prediction based on fundamental psychological needs and cognitive emotion regulation in students. A total of 212 students of Urmia University of Cultural Sciences were selected by available sampling method during the academic year of 2018. They participated in this study. Data were collected by a questionnaire including Test Anxiety Inventory, Basic Psychological Needs Satisfaction Scale, and Cognitive-Emotional Regulation Strategies Questionnaire. The results of this study showed that there is a positive correlation between basic psychological needs and compromised strategies of cognitive-emotional regulation with negative anxiety test and uncomplicated strategies of cognitive emotion regulation with test anxiety. The results of hierarchical regression analysis also indicated that in the first step, the competence of 13% of the test anxiety variance was explained. In the second step, adding unstructured adjustment strategies to the regression equation, the explained variance increased to 16%. In the third step, by adding adapted strategies of adjustment, the explained variance increased to 19% and in step 4, with the addition of autonomy, the explained variance increased to 21%. Therefore, psychological interventions are required to meet the basic psychological needs and emotional cognitive adjustment in the student's test anxiety.

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Gagne, M. (2003). The role of autonomy support and autonomy orientation in prosocial behavior engagement. Motivation and Emotion, 27(12), 199-223.

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Golestaneh, M., & Chegini, S. (2017). Investigating the Relationship between Basic Psychological Needs and Anxiety of Students in Psychology. Journal of Education and Learning, 9(1), 1-22. [In Persian].

Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1-26.

Halvari, A. E. M., Halvari, H., & Deci, E. L. (2019). Dental anxiety, oral health‐related quality of life, and general well‐being: A self‐determination theory perspective. Journal of Applied Social Psychology, 49(5), 295-306.

Hasani, J. (2011). Reliability and Validity of the Short Form of Cognitive Emotion Regulation Questionnaire. Journal of Behavioral Sciences Research, 9(4), 220-240 [In Persian].

Heather, P., Raymond, K. C., Amy, C. & Cynthia, L. (2007). The role of need fulfillment in relationship functioning and well-being: A self-determination theory perspective. Personality and Social Psychology, 3(3), 434-457.

Khalaila, R. (2015). The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: Mediating and moderating effects. Nurse Education Today, 35(3), 432-438.

Klemanski, D. H., Curtiss, J., McLaughlin, K. A., & Nolen-Hoeksema, S. (2017). Emotion regulation and the transdiagnostic role of repetitive negative thinking in adolescents with social anxiety and depression. Cognitive therapy and research, 41(2), 206-219.

Lavasani, M. G., & Hejazi, E. (2016). Structural Modeling on the Relationship between Basic Psychological Needs, Academic Engagement, and Test Anxiety. Journal of Education and Learning, 5(4), 44-52.

Leversen, I., Danielsen, A. G., Birkeland, M. S., & Samdal, O. (2012). Basic psychological need satisfaction in leisure activities and adolescents’ life satisfaction. Journal of Youth and Adolescence, 41(12), 1588-1599.

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Mehroof, M., & Griffiths, M. D. (2019). Online gaming addiction: the role of sensation seeking, self-control, neuroticism, aggression, state anxiety, and trait anxiety. Cyberpsychology, behavior, and social networking, 13(3), 313-316.

Ntoumanis, N., Ng, J. Y., Prestwich, A., Quested, E., Hancox, J. E., Thøgersen-Ntoumani, C., & Williams, G. C. (2020). A meta-analysis of self-determination theory-informed intervention studies in the health domain: effects on motivation, health behavior, physical, and psychological health. Health Psychology Review, 2(2), 1-85.

Owens, M., Stevenson, J., Hadwin, J. A., & Norgate, R. (2012). Anxiety and depression in academic performance: An exploration of the mediating factors of worry and working memory. School Psychology International, 33(4), 433-449.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American Psychologist, 55(12), 68-78.

Saraso11, I. C. (2013). Test anxiety, worry, and cognitive interference. In Self-related cognitions in anxiety and motivation (pp. 29-44). Psychology Press.

Soleimani, E., & Habibi, Y. (2016). The relationship between emotion regulation and coping with psychological well-being in students. Journal of School Psychology, 3(4), 72-51 [In Persian].

Spielberger, C. D., Anton, W. D., & Bedell, J. (2015). The nature and treatment of test anxiety. Emotions and anxiety: New concepts, methods, and applications, 10(2), 317-344.

Thomas, C. L., Cassady, J. C., & Heller, M. L. (2017). The influence of emotional intelligence, cognitive test anxiety, and coping strategies on undergraduate academic performance. Learning and Individual Differences, 55(4), 40-48.

Vansteenkiste, M., & Ryan, R. M. (2013). On psychological growth and vulnerability: basic psychological need satisfaction and need frustration as a unifying principle. Journal of psychotherapy integration, 23(3), 263-271.

Vine, V., Bernstein, E. E., & Nolen-Hoeksema, S. (2018). Less is more? Effects of exhaustive vs. minimal emotion labelling on emotion regulation strategy planning. Cognition and Emotion, 12(6), 22-30.

Zakeri, M. M, Hassani, J, Ismaili, N. (2016). The Effectiveness of Emotion Process Regulation Training on Psychological Distress in People with Vitiligo. Journal of Health Psychology, 6(23), 27-39 [In Persian].

Aldao, A., Nolen-Hoeksema, S., & Schweizer, S. (2010). Emotion-regulation strategies across psychopathology: A meta-analytic review. Clinical psychology review, 30(2), 217-237.

Aldao, A., Sheppes, G., & Gross, J. J. (2015). Emotion regulation flexibility. Cognitive Therapy and Research, 39(3), 263-278.

Besharat, MA. (2012). Investigating the Measuring Characteristics of the Persian Scale to Satisfy Fundamental Psychological Needs in a Specimen of Iranian Society. Journal of Psychological Science, 41(5), 24-6 [In Persian].

Brady, S. T., Hard, B. M., & Gross, J. J. (2018). Reappraising test anxiety increases academic performance of first-year college students. Journal of Educational Psychology, 110(3), 395-405.

Brunet, J., & Sabiston, C. M. (2009). Social physique anxiety and physical activity: A self-determination theory perspective. Psychology of Sport and Exercise, 10(3), 329-335.

Carsley, D., Charlebois, F., Titova, P., & Heath, N. L. (2020). The Role of Mindfulness Colouring and Dispositional Mindfulness on University Students’ Test Anxiety and State Mindfulness. International Journal of Whole Person Care, 7(1), 49-50.

Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L. (2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39(2), 216-236.

Deci, E. L., & Vansteenkiste, M. (2004). Self-determination theory and basic need satisfaction: Understanding human development in positive psychology. Ricerche di psicologia, 9, 179-188.

Deci, E.L., Rayan, R.M. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former eastern bloc country: A cross-cultural study of self-determination. Personality and Psychology Bulletin, 27, 930-942.

Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotionrelated self-regulation and its relation to children’s maladjustment. Annual Review of Clinical Psychology, 6(9), 495–525.

Etkin, A., Büchel, C., & Gross, J. J. (2016). Emotion regulation involves both model-based and model-free processes. Nature Reviews Neuroscience, 17(8), 532-541.

Fischer, S., & Gross, J. J. (2010). Emotion regulation and vulnerability to depression: spontaneous versus instructed use of emotion suppression and reappraisal. Emotion, 10(4), 563.

Gagne, M. (2003). The role of autonomy support and autonomy orientation in prosocial behavior engagement. Motivation and Emotion, 27(12), 199-223.

Garnefski, N., & Kraaij, V. (2006). Relationships between cognitive emotion regulation strategies and depressive symptoms: A comparative study of five specific samples. Personality and Individual Differences, 40 (8), 1659–1669.

Golestaneh, M., & Chegini, S. (2017). Investigating the Relationship between Basic Psychological Needs and Anxiety of Students in Psychology. Journal of Education and Learning, 9(1), 1-22. [In Persian].

Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1-26.

Halvari, A. E. M., Halvari, H., & Deci, E. L. (2019). Dental anxiety, oral health‐related quality of life, and general well‐being: A self‐determination theory perspective. Journal of Applied Social Psychology, 49(5), 295-306.

Hasani, J. (2011). Reliability and Validity of the Short Form of Cognitive Emotion Regulation Questionnaire. Journal of Behavioral Sciences Research, 9(4), 220-240 [In Persian].

Heather, P., Raymond, K. C., Amy, C. & Cynthia, L. (2007). The role of need fulfillment in relationship functioning and well-being: A self-determination theory perspective. Personality and Social Psychology, 3(3), 434-457.

Khalaila, R. (2015). The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: Mediating and moderating effects. Nurse Education Today, 35(3), 432-438.

Klemanski, D. H., Curtiss, J., McLaughlin, K. A., & Nolen-Hoeksema, S. (2017). Emotion regulation and the transdiagnostic role of repetitive negative thinking in adolescents with social anxiety and depression. Cognitive therapy and research, 41(2), 206-219.

Lavasani, M. G., & Hejazi, E. (2016). Structural Modeling on the Relationship between Basic Psychological Needs, Academic Engagement, and Test Anxiety. Journal of Education and Learning, 5(4), 44-52.

Leversen, I., Danielsen, A. G., Birkeland, M. S., & Samdal, O. (2012). Basic psychological need satisfaction in leisure activities and adolescents’ life satisfaction. Journal of Youth and Adolescence, 41(12), 1588-1599.

Mehrabi Zadeh, M. Najarian, B. Abolghasemi, A. & Shakkar, H. (1999). Epidemiological survey of test anxiety and its relationship with self-efficacy and locus of control with respect to homogeneous variables. Educational Sciences and Psychology of Ahvaz, 2(6), 38-41 [In Persian].

Mehroof, M., & Griffiths, M. D. (2019). Online gaming addiction: the role of sensation seeking, self-control, neuroticism, aggression, state anxiety, and trait anxiety. Cyberpsychology, behavior, and social networking, 13(3), 313-316.

Ntoumanis, N., Ng, J. Y., Prestwich, A., Quested, E., Hancox, J. E., Thøgersen-Ntoumani, C., & Williams, G. C. (2020). A meta-analysis of self-determination theory-informed intervention studies in the health domain: effects on motivation, health behavior, physical, and psychological health. Health Psychology Review, 2(2), 1-85.

Owens, M., Stevenson, J., Hadwin, J. A., & Norgate, R. (2012). Anxiety and depression in academic performance: An exploration of the mediating factors of worry and working memory. School Psychology International, 33(4), 433-449.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American Psychologist, 55(12), 68-78.

Saraso11, I. C. (2013). Test anxiety, worry, and cognitive interference. In Self-related cognitions in anxiety and motivation (pp. 29-44). Psychology Press.

Soleimani, E., & Habibi, Y. (2016). The relationship between emotion regulation and coping with psychological well-being in students. Journal of School Psychology, 3(4), 72-51 [In Persian].

Spielberger, C. D., Anton, W. D., & Bedell, J. (2015). The nature and treatment of test anxiety. Emotions and anxiety: New concepts, methods, and applications, 10(2), 317-344.

Thomas, C. L., Cassady, J. C., & Heller, M. L. (2017). The influence of emotional intelligence, cognitive test anxiety, and coping strategies on undergraduate academic performance. Learning and Individual Differences, 55(4), 40-48.

Vansteenkiste, M., & Ryan, R. M. (2013). On psychological growth and vulnerability: basic psychological need satisfaction and need frustration as a unifying principle. Journal of psychotherapy integration, 23(3), 263-271.

Vine, V., Bernstein, E. E., & Nolen-Hoeksema, S. (2018). Less is more? Effects of exhaustive vs. minimal emotion labelling on emotion regulation strategy planning. Cognition and Emotion, 12(6), 22-30.

Zakeri, M. M, Hassani, J, Ismaili, N. (2016). The Effectiveness of Emotion Process Regulation Training on Psychological Distress in People with Vitiligo. Journal of Health Psychology, 6(23), 27-39 [In Persian].