Relationship Between Coping Cognition and Test Emotionality Along Temporal Variable
考試壓力被假設為兩種過程的綜合而產生的：一為『消息處理』的負荷量過高，一為「自我評估的評價性威脅反應」。本研究利用考試前十天、五天、一天及考完第一科第一天為測量點，探討這兩個過程中因應類型的變化及其與測試情緒之間的關係。124位大學生為受試者。結果發現，考試情緒與負面向的自我評估有最密切的共變關係，且隨考試日期的趨近，兩者的共變量增加，而「消息處理」有關的因應認知類型與測試情緒的共變關係較負向自我評估為小，但隨著考試日期的趨近，此因應反應強度增高。筆者的解釋是：「消息處理」與「自我評估」可能是兩個較獨立的過程，其所涉及的互涉變項不同。「消息處理」的因應方式受到外在所需的學習要求所控制；而「自我評估」則不太受外在學習條件影響，而受內在性格的認知變項所影響，且可能是造成焦慮或憂鬱情緒的主要變項。
Coping process under test stress was assumed to contain two components: (1) the tendency toward information processing: attending to test information, handling difficult information needed for processing; (2) the tendency toward self-evaluation: appraising the threatened information about self while processing. These two components was measured at 4 days: 10 days, 5 days, 1 day before exam, and the day before the next exam. 124 college students as subjects, their somatic anxiety, depressive mood and coping cognition were measured at those 4 days. The results found that negative appraisal about self was the most important variable covariated with test emotionality, but information processing factor did not have a substantial relationship with test emotionality along temporal variable. A hypothetical model was presented that, during test stress, information processing and self-appraisal were two relatively independent processes, the former was related to situational demands, and the latter was related to internal stable factor which would be the major possible source of test emotionality.