Differences in Emotion Regulation in Students with Oral Test Anxiety.

Oral exams are a threatening situation for students, and avoidance behaviours such as postponement and expression inhibition, are ways of coping with tests anxiety. Objective: Present study aims to classify students into profiles based upon their levels of test anxiety and behavioural avoidance and explore differences in cognitive emotion-regulation strategies and skills across the profiles. Method: A prospective post fact study was done. Participants (N=155) completed self-reports of test anxiety, behavioural avoidance in oral exams and emotion regulation strategies and difficulties, in an online survey. Latent class analysis identified four profiles of students combining levels of test anxiety, expression inhibition, and postponement. Results: Multivariate analysis of variance indicated differences across groups in emotion regulation strategies with catastrophizing and rumination as the most employed in highly test anxious groups, and positive reappraisal in lowest test anxiety groups. In emotion regulation difficulties, the most distressed groups exhibited more deficits to control interference in goal-oriented behaviours, control impulses and emotion acceptance, compared with the remaining groups. Conclusion: Results support hypothesized differences between high- and low-test anxious students in emotion regulation skills and promote the inclusion of emotion-regulation training in treatment of oral test anxiety. [ABSTRACT FROM AUTHOR]

المقال يركز على الفروق في تنظيم المشاعر بين طلاب الجامعات الذين يعانون من قلق الاختبارات الشفوية. يحدد أربعة ملفات شخصية متميزة بناءً على مستويات قلق الاختبار والسلوكيات التجنبية: مجموعة مرضية تعاني من قلق مرتفع وتجنب، مجموعة تجنب تعاني من قلق مرتفع ولكن مع تثبيط أقل، مجموعة مثبطة تعاني من قلق مرتفع وتثبيط، ومجموعة أكثر صحة تعاني من قلق منخفض وسلوكيات تجنب. وجدت الدراسة فروقًا ملحوظة في استراتيجيات تنظيم المشاعر المعرفية عبر هذه الملفات الشخصية، حيث كانت مستويات التفكير المفرط والتفكير الكارثي أعلى في المجموعات الأكثر قلقًا، بينما استخدم الطلاب الأكثر صحة استراتيجيات أكثر تكيفًا مثل إعادة التقييم الإيجابي. تشير النتائج إلى الحاجة إلى تدريب مستهدف على تنظيم المشاعر لمساعدة الطلاب في إدارة قلق الاختبارات بشكل فعال. [Extracted from the article]

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