大运动量训练时自由式摔跤运动员应激激素变化的探讨     

包呼格吉乐图  刘霞  曾凡星  杨洁  郭伟东  吕红 《西安体育学院学报》2005,22(1):64-67

观察了大运动量训练期8名自由式摔跤运动员应激激素、焦虑水平及主观强度感的变化。研究过程中,每周安排11次大运动量训练,共进行2次实验,每次3个取样点(运动前、即刻和次日晨)。结果显示,两次取样时期次日晨ACTH水平较运动后即刻明显降低;C水平在第二次取样运动后即刻水平和次日晨水平明显高于运动前的,并且该时期运动后即刻C水平也明显高于第一次取样时期运动后即刻水平;E水平在第二次取样运动后即刻水平明显高于第一次取样运动后即刻的,且次日晨该激素水平也明显高于第一次取样次日晨的;血浆β-END水平在第二次取样运动后即刻水平明显高于运动前,也高于第一次取样运动后即刻,第二次取样次日晨该激素水平均低于运动前和运动后即刻水平,同时低于第一次取样次日晨的;血清NE水平变化与β-END水平变化类似;而RPE等级和焦虑水平在两次测试中呈现出运动后即刻水平高于运动前和次日晨的趋势,但不明显;RPE等级与诸多应激激素之间存在着弱相关关系。这预示着,在运动员身体机能评定工作中欲采用简单易行的显示身体机能的外部指标来表现不易测到的内部变化还需努力。  相似文献   

高校优秀篮球运动员赛前焦虑的影响因素及其控制     

高治  杨栋 《体育成人教育学刊》2007,23(6):56-58

通过对高水平篮球运动员问卷调查,从躯体焦虑、认知焦虑、自信心3个维度分析影响其赛前焦虑的因素,可采取目标设置训练、放松训练、注意控制训练、模拟训练、自信心训练等措施来控制赛前焦虑的影响。  相似文献   

我国青少年武术散打运动员赛前多维焦虑的研究   总被引：6，自引：1，他引：5  

张峰 《西安体育学院学报》2005,22(4):123-126

采用马腾斯的运动竞赛状态焦虑量表的中国修订本,对参加全国青少年武术散打锦标赛的运动员进行了不同场次的问卷调查。研究结果表明,认知状态焦虑,躯体状态焦虑随比赛的深入进行焦虑水平下降,状态自信心的水平不断升高。躯体状态焦虑处于中等焦虑水平时,成绩较好。状态自信心越高,比赛成绩越好。  相似文献   

散打实战教学中普通高校大学生的焦虑心理及克服     

刘立华 《搏击·武术科学》2009,6(11):49-50

焦虑心理是散打实战教学中较为普遍的现象，是影响教学效果和教学质量的主要因素。文章从运动心理学的角度分析了散打实战教学中普通高校大学生焦虑心理产生的原因及其主要表现，并分析了运动心理学在克服学生焦虑心理的具体运用，以提高教学质量，改善教学效果。  相似文献   

Mindfulness,coping self-efficacy and foreign language anxiety: a mediation analysis     

Nasser Fallah 《教育心理学》2017,37(6):745-756

This study sought to explore the relationship between mindfulness, coping self-efficacy (CSE) and foreign language anxiety (FLA) among a sample of 295 Iranian English as a foreign language (EFL) learners. Further, the capacity of CSE in mediating the relationship between mindfulness and FLA was tested. The participants were administered self-reported questionnaires. Structural equation modelling (SEM) was utilised. The results of SEM analysis showed that higher levels of mindfulness were associated with lower levels of FLA and greater CSE. In addition, it was found that CSE could partially mediate the relationship between mindfulness and FLA. Implications are discussed.  相似文献   

Social and dimensional comparisons in math and verbal test anxiety: Within- and cross-domain relations with achievement and the mediating role of academic self-concept     

《Contemporary educational psychology》2017

The present study builds on two strands of research: (1) the recently established generalized internal/external frame of reference (GI/E) model assuming social (comparing one’s achievement in one domain with the achievement of one’s peers in the same domain) and dimensional (comparing one’s achievement in one domain with one’s achievement in another domain) comparison processes in the formation of motivational constructs and self-perceptions, and (2) research on domain-specific facets of test anxiety. Using a sample of 5135 German seventh grade students, it is tested whether and how both comparison processes are involved in the formation of domain-specific facets of test anxiety when considering both the emotionality and worry components of test anxiety, and whether the relation between achievement and test anxiety is mediated through academic self-concept. When applying the GI/E model to test anxiety, the results showed negative relations between achievement and test anxiety within math and verbal (German) domains, but partially positive relations across domains. This pattern of relations emerged for both the worry and emotionality components while stronger achievement relations were found for worry. These findings indicate that dimensional achievement comparison processes operate in the formation of domain-specific test anxiety. Domain-specific academic self-concepts were found to mediate the relations between achievement and test anxiety within and across domains, the mediation being stronger for worry than for emotionality as an outcome. Boys and girls did not differ regarding direct and indirect relations among constructs. Implications for research on dimensional comparison processes and test anxiety are discussed.  相似文献   

“Crossing the Rubicon”: Understanding Chinese EFL students’ volitional process underlying in-class participation with the theory of planned behaviour     

Davide Girardelli  Vijay K. Patel  Janine Martins-Shannon 《Educational Research and Evaluation》2017,23(3-4):119-137

An extended model based on the theory of planned behaviour (TPB) was used to study Chinese English as a foreign language (EFL) students’ in-class participation. The model included the core TPB constructs (behavioural intentions, attitudes, subjective norms, and perceived behavioural control/self-efficacy) and 2 additional constructs (foreign language classroom anxiety and face-saving) frequently discussed in the literature about Chinese EFL classroom dynamics. A total of 199 Chinese students enrolled in a Sino-American international branch campus were surveyed. The results of a partial least squares (PLS) path modelling analysis revealed that attitudes, subjective norms, perceived behavioural control/self-efficacy, and face-saving explained 46% of the variance in intentions to participate in English in class. Perceived behavioural control/self-efficacy fully mediated the negative indirect effect of foreign language classroom anxiety on intentions. Pedagogical implications and future directions are discussed for implementation purposes.  相似文献   

女性主义在解构主义理论下的建构与焦虑     

赵喜勤 《四川教育学院学报》2011,27(6):55-57,61

女性主义批评理论发展至今仍然是当下社会文化批评的焦点之一。以雅克.德里达为代表的解构理论冲击了20世纪70年代以来西方社会的所有文化领域,女性主义也不例外。女性主义批评理论与解构主义理论在颠覆＂菲勒斯中心主义＂的理论基点上高度契合,并且女性主义理论在其影响下也进行了一些自我建构;同时解构主义理论反本质、反权威等理论主张使得女性主义自身也面临解构的危机,女性主义理论陷入了焦虑与矛盾之中。面对这种矛盾,女性主义重新改写策略和政治规划已十分必要。  相似文献   

教学行动研究在调节英语学习焦虑感中的应用     

高元梓 《黑龙江教育学院学报》2011,(11):107-108

焦虑感是影响英语学习的最重要的情感因素之一。从教师角度出发,以教学行动研究为基础,通过分析原因、设计对策、制定并执行相应的解决方案,以期最终有效调节学生英语学习的焦虑感。  相似文献   

对重庆市中学生篮球比赛中运动焦虑状况的研究     

程红伟 《体育科技文献通报》2011,19(6):93-95

运用问卷调查法、文献资料法、数理统计和观察法等,从整体性、综合性对重庆市中学生篮球运动员运动焦虑现状进行调查研究。指出了重庆市中学生篮球运动员在比赛中产生焦虑状况的原因,提出了改善重庆市中学生篮球运动员在比赛中焦虑状况的方法。  相似文献