성취관련 자기 불일치와 평가위협 스트레스가 수행불안에 미치는 효과

다국어 초록 (Multilingual Abstract)

Objectives：The purpose of this study to examine if the levels of anxiety(emotional, cognitive, and
behavioral measures) during performance are influenced by interaction of both achievement related self
discrepancy(＝psychological vulnerability variable) and evaluative threat stress(＝stressor) based on
vulnerabilitystress model in order to identify the mechanism of development of performance anxiety and
furthermore to suggest psychological intervention strategies to reduce and prevent it effectively.
Method：High and low self discrepancy subjects consisted of students from the upper(n＝40) and
lower 15%(n＝40) on achievement related self discrepancy scale, respectively. They were randomly
assigned to either evaluative threat condition or neutral condition, and then all subjects took intellective
task(verbal reasoning test and digit symbol test).
Results：The results were as follows；
1) High self discrepancy subjects under evaluative threat reported significantly higher level of state
anxiety during performance than low self discrepancy subjects under any condition and also
experienced higher degreee of state anxiety with marginal significance than high self discrepancy
subjects under neutral condition, whereas there were no significant effects on the anxiety level of
group variable under neutral condition or of stress variable in low self discrepancy subjects.
2) High self discrepancy subjects reported more cognitive interference during performance than
low self discrepancy subjects regardless of the level of stress.
3) High self discrepancy subjects performed marginally significantly more poorly in digit symbol
test than low self discrepancy subjects regardless of the level of stress, whereas there were no
significant effects on verbal reasoning test.
Conclusion：The hypothesis that performance anxiety could be affected by achievement related
self discrepancy and stress, and specially by interaction between self discrepancy and stress was
relatively strongly supported by the results on emotional measure of performance anxiety. In addition,
this hypothesis received partial support by the results on cognitive and behavioral measures. We might
conclude that it is important to consider achievement-related self discrepancy and evaluative threat
stress together to understand the mechanism of development of performance anxiety and to reduce or
prevent this anxiety effectively.