ABSTRACT
El propósito de la presente investigación fue explorar la relación entre las calificaciones académicas de los estudiantes con su tendencia a presentar conductas emocionales de ansiedad en el ámbito escolar mediante un estudio empírico descriptivo transversal. Adicionalmente se exploró la relación de esas dos variables con la probabilidad de fracaso escolar. Participaron 385 estudiantes de secundaria, que aspiraban a ingresar al bachillerato en una escuela pública. El rendimiento académico se evaluó a partir del promedio de secundaria, así como de una prueba de admisión. La probabilidad de deserción escolar se evaluó mediante una prueba de autorreporte (Hernández-Pozo, 2005). Adicionalmente se empleó una tarea computarizada basada en la versión emocional del paradigma de Stroop para medir la tendencia a la ansiedad escolar (Hernández-Pozo, Macías-Martínez, & Torres-Chávez, 2004). Se encontró que los estudiantes con las calificaciones más altas en la prueba de admisión, con mejores promedios en secundaria o con menor riesgo de deserción, difirieron de sus contrapartes en cuanto a los índices de interferencia de la prueba Stroop. Se concluye que la prueba emocional Stroop es un instrumento que refleja de manera ordenada el riesgo a la deserción escolar y el perfil académico de los aspirantes al bachillerato.
The purpose of this research was to explore the relationship between the academic qualifications of students with their tendency to experience emotional anxiety behaviors towards the school setting by means of a transversal descriptive study. Additionally, the association of these two variables with the likelihood of school failure was investigated. 385 junior high school students participated aspiring to enter a public senior high school. Academic performance was assessed based from the average grades at junior high school as well as from an admission exam. The probability of dropout was assessed by a self-reported questionnaire (Hernández-Pozo, 2005). Additionally a computerized task was used based on the emotional version of the Stroop paradigm to measure the tendency for school anxiety (Hernández-Pozo, Macías-Martínez, & Torres-Chávez, 2004). Results showed that students with the highest marks in the admission test, with better high school average or lower risk of dropout differed from their counterparts in terms of indices of the Stroop interference test. It is concluded that the emotional Stroop test is an instrument that reflects orderly risk to dropout and academic profile of applicants to senior high school.
Subject(s)
Anxiety , Student Dropouts , Education, Primary and Secondary , Performance Anxiety , Academic Performance/psychology , Association , Schools , Students , Stroop TestABSTRACT
Objective:To explore whether there will be attentional bias under the condition of fear,disgust and positive emotional arousal. Methods:Totally 96 college students were selected as participants in this study,inclu-ding 60 males and 36 femalesaged 18-22 years. Affective priming videos were adopted to prime participants'emo-tion (dread,disgust,joviality),and then they named the color of the cognitive words (positive words,negative words,neutral words)as quickly and accurately as possible. Reaction time and correctness were recorded. E-prime was adopted to write the experimental program. The reaction time for neutral words was baseline. Results:The aver-age reaction time (RT)of color-naming tasks of negative words were shorter than that of neutral words after fright-ening affective priming[(648 ±118)ms vs. (743 ±124)ms,P<0. 01]. Furthermore,the average RT of color-na-ming tasks of positive words were also shorter than that of neutral after frightening affective priming[(683 ±123) ms vs. (743 ±124)ms,P<0. 05]. The average RT of color-naming tasks of negative words were shorter than that of neutral words after disgusting affective priming[(579 ±86)ms vs. (720 ±101 )ms;P<0. 01 ]. Moreover,the av-erage RT of color-naming tasks of positive words were shorter than that of neutral words after delighted affective priming[(634 ±122)ms vs. (716 ±141)ms;P<0. 01]. Furthermore,the average RT of disgusting priming group-were shorter than the frightening priming grouptowards negative information[(579 ±86)ms vs. (648 ±118)ms,P<0. 05 ]. Conclusion:It suggests that the youth perform more obvious attentional bias towards negative information after disgusting affective priming than the frightening one. Frightening affective priming could evidently induce the attentional bias on positive information.
ABSTRACT
Objective To investigate the arousal effect in the emotional Stroop effect by systematically manipulating the valence and arousal of affective stimuli.Methods 27 college students were recruited to distinThe main effect of emotion on RT was significant (F(5.130) = 5.90, P ＜ 0.01 ), RTs in positive (( 893±36 ) ms)main effect of Emotion on ACC was marginally significant (F(5.130) = 2.63, P = 0.05 ), ACC in high arousing negalence on RT was significant (F(1.26 = 7.03, P =0.013 ).Further analysis revealed that RTs in positive condition was significant (F(1.26) =5.63, P=0.025),ACC in high arousing condition (0.93 ±0.17) was lower than ACC in low arousing condition (0.95 ± 0.09 ).Conclusion The emotional Stroop effect mainly depends on the arousal information of affective stimuli.
ABSTRACT
@# This article reviewed classic and variable Stroop effect paradigms applied in clinic medicine research. The researchers mainly focus on two aspects of this area. Fistly, researchers apply classic and variable paradigms of Stroop effect to study special diseases, by which reserachers can enrich the knowledge of patients' cognitive function and get more information about the curative effect or side-effect of some medicine. These studies also can provide more foundation for farther diagnosis and therapy. Secondly, according to the normal participants' brain areas engaged in Stroop task, researchers applied Stroop task to patients with diseases at the same brain areas as the normal ones. By comparing normal subjects and patients, researchers comfirmed which parts of the brain are involved in Stroop task and what are these areas' functions. The final purpose is enriching the theoretical modal of Stroop effect.