基于事件相关电位的护理专业学生工作记忆与考试焦虑的相关性

doi:10.3969/j.issn.1674-490X.2026.03.007

摘要/Abstract

摘要： 目的探讨护理专业本科生不同考试焦虑水平的言语工作记忆及事件相关电位的差异,为有针对性训练言语工作记忆,从而降低考试焦虑提供神经生理基础。方法选取河北省某综合性大学护理学院四年制一年级本科学生为研究对象,采用考试焦虑量表(Test Anxiety Inventory, TAS)对77名护理专业本科生进行考试焦虑评估。TAS评分≤12分者为低考试焦虑组(n=48),评分≥20分者为高考试焦虑组(n=29),采用独立样本t检验比较2组在言语工作记忆广度及P300潜伏期和波幅方面的差异。结果低考试焦虑组阅读广度任务得分、计数广度任务得分均高于高考试焦虑组,差异有统计学意义(P<0.05)。高考试焦虑组的P300潜伏期大于低考试焦虑组,差异有统计学意义(P<0.05)。高考试焦虑组在Cz上的波幅大于低考试焦虑组,差异有统计学意义(P<0.05),而在Fz、Pz上2组差异无统计学意义(P>0.05)。结论高考试焦虑组的护理专业本科生言语工作记忆能力低于低考试焦虑组,对刺激信息进行评估和归类时所需的时间比低考试焦虑组长,在进行工作记忆表征更新时投入的心理量也显著多于低考试焦虑组。

关键词: 考试焦虑, 护理专业本科生, 言语工作记忆, 事件相关电位

Abstract: Objective To investigate the differences of verbal working memory and event-related potentials in nursing undergraduates with different test anxiety levels and provide a neurophysiological basis for training verbal working memory to reduce test anxiety. Methods 77 first-year nursing students from a comprehensive university in Hebei province were selected as the study subjects, and test anxiety scale (TAS)was used to assess the test anxiety of 77 nursing undergraduates. According to the evaluation results, nursing undergraduates with TAS≤12 points were selected as the low test anxiety group(n=48), while nursing undergraduates with TAS≥20 points were selected as the high test anxiety group(n=29). Independent sample t test was used to compare the differences between verbal working memory span, P300 latency and amplitude between the two groups. Results Participants in the low test anxiety group exhibited significantly higher scores on both the reading span and counting span tasks compared with those in the high test anxiety group(P<0.05). In contrast, the high test anxiety group demonstrated a significantly longer reaction latency than that of the low test anxiety group(P<0.05). Moreover, the amplitude at the Cz electrode was markedly greater in the high test anxiety group relative to the low anxiety group(P<0.05). However, no significant group differences were observed in the amplitudes at Fz or Pz(P>0.05). Conclusion Nursing students with high levels of test anxiety show poorer verbal working memory performance, require more time to evaluate and categorize stimuli, and invest greater mental effort during the updating of working memory representations compared with those in the low-anxiety group. Attention deficit may be the main cause of exam anxiety. Future research can reduce test anxiety by strengthening attention bias training, working memory training and mindfulness training to increase attention control ability.

Key words: test anxiety, nursing undergraduates, verbal working memory, event-related potential

中图分类号:

杜小静,李梓柠,庞琳,井坤娟,杨涛. 基于事件相关电位的护理专业学生工作记忆与考试焦虑的相关性[J]. 医学研究与教育, 2026, 43(3): 64-72.

Du Xiaojing, Li Zining, Pang Lin, Jing Kunjuan, Yang Tao. Study on correlation between working memory and test anxiety of nursing students based on event-related potential[J]. Journal of Hebei Medical College for Continuing Education, 2026, 43(3): 64-72.

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