应对风格与焦虑水平、任务完成效率关系的实验研究

心理与行为研究 ›› 2005, Vol. 3 ›› Issue (1): 15-20.

应对风格与焦虑水平、任务完成效率关系的实验研究

石林¹,封丹珺²,张文静¹,藏志晶¹

1 北京师范大学心理学院,北京 100875;
2 山东大学护理学院,济南 250012

收稿日期:2004-02-05 出版日期:2005-03-20 发布日期:2015-01-21
作者简介:石林,女,北京师范大学心理系副教授。Email: shilin@bnu.edu.cn。
基金资助:
本研究得到国家自然科学基金70172029项目的资助

AN EXPERIMENTAL STUDY ON THE RELATIONSHIP AMONG COPING STYLE, ANXIETY LEVEL AND TASK-PERFORMING EFFICIENCY

Shi Lin¹,Feng Danjun²,Zhang Wenjing¹,Zang Zhijing¹

1 School of Psychology, Beijing Normal University, Beijing 100875;
2 School of Nursing, Shandong University, Jinan 250012

Received:2004-02-05 Online:2005-03-20 Published:2015-01-21

摘要/Abstract

摘要： 通过实验的方法来考察应对风格、应激情境对焦虑水平、任务完成效率的影响。结果表明：应对风格和应激情境对焦虑水平和任务完成效率影响的主效应和交互效应都非常显著。在实验中,控制型应对风格的个体总体上表现出较低的焦虑水平和较高的任务完成效率。在低任务难度情境下,灵活应对风格和控制型应对风格的个体比非控制型应对风格和反常应对风格的个体表现出更低的焦虑水平和更高的任务完成效率,而且不同应对风格被试在焦虑水平和获胜率上的差异显著。

关键词: 应对风格, 应激, 焦虑

Abstract: In the current study, we intend to find the effects of coping style and stress situation on anxiety level and task-performing efficiency. The results indicate that the main effects and mutual effect of coping style and stress situation on anxiety level and task-performing efficiency is very notable. The subjects of control coping style exhibit lower anxiety level and higher task-performing efficiency than others in general in the experiment. The subjects of flexible coping style and control coping style exhibit lower anxiety level and higher task-performing efficiency than those of un-control coping style and abnormal coping style in the low level difficulty situation. In addition, the subjects of different coping styles have significant differences in anxiety level and the winning ratio of the experiment game.

Key words: coping style, stress, anxiety

中图分类号:

B848

石林,封丹珺,张文静,藏志晶. 应对风格与焦虑水平、任务完成效率关系的实验研究[J]. 心理与行为研究, 2005, 3(1): 15-20.

Shi Lin,Feng Danjun,Zhang Wenjing,Zang Zhijing. AN EXPERIMENTAL STUDY ON THE RELATIONSHIP AMONG COPING STYLE, ANXIETY LEVEL AND TASK-PERFORMING EFFICIENCY[J]. Studies of Psychology and Behavior, 2005, 3(1): 15-20.

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