Psychological Development and Education ›› 2008, Vol. 24 ›› Issue (1): 78-82.

Previous Articles     Next Articles

Achievement of Junior High School Students and Achievement Stroop Interference

ZHENG Xi-fu   

  1. Department of Psychology, South China Normal University, GuangZhou 510631
  • Online:2008-01-15 Published:2008-01-15

Abstract: 129 junior high school students were selected.A version of the modified Stroop color-naming task was used to examine their reacting time on naming the color of different words,including high achievement-related words,low achievement-related words and neutral words.The results suggest that the students'reacting time toward achievement-related words is longer than that toward neutral words,especially for low achievement-related words.The difference between the two is significant,representing typical Stroop interference.RT of students with high scores is longer than that of students with low scores toward all 3 kinds of words.The difference is significant regarding achievement-related words.Students with high scores show more typical Stroop interference.Student performance correlates significantly with RT toward achievement-related words.RT of girl students is longer than that of boy students toward all 3 kinds of words.The difference is significant regarding high achievement-related words.Girl students show more significant Stroop interference than boy students.

Key words: achievement, stroop interference, junior high school students

CLC Number: 

  • B844.2
[1] Donna C J,Dinkar S.Emotion and adherence to treatment in people with asthma:An application of the emotional Stroop paradigm British Journal of Psychology,2004,95(2):127-148.
[2] Leventhal H,Nerenz D R,Steele D J.Illness representations and coping with health threats.In:A.Baum,S.E.Taylor,& J.E.Singer(Fds.).Handbook of psychology and health,2004,4:219-252.
[3] Leventhal H,Nerena D,Strana A.Self-regulation and the mechanisms for symptom appraisal.In:D.Mechanic(Ed.).Psychosocial epidemiology,New York:Neale Watson,1998:55-86.
[4] McKenna E,Sharma D.Intrusive cognitions:An investigation of the emotional Stroop task.Journal of Experimental Psychology,1995,21(6):1595-1607.
[5] Williams J,Mathews A,MacLeod C.The emotional Stroop taak and psychopathology.Psychological Bulletin,1996,720(1):3~24.
[6] Williams J,Matbews A,MacLend C.The emotional Strcop task and psychopathology.Psychological Bulletin,1996,720(1):3~24.
[7] McKenna E,Shorma D.Intrusive cognitions:An investigation of the emotional Stroop task.Journal of Experimental Psychology,1995,21(6):1595-1607.
[8] Riemann B,McNally R.Cognitive processing of penamally relevant information.Cognition.and Emotion,1995,5(4):325-340.
[9] Donna C,Jessop D R.Motion and adherence to treatment in people with asthma:An application of the emotional Strcop paradigm.British Journal of Psychology,2004,95(2):127-148.
[10] Nader Amir etc.Suppression of the emotional Stroop effect by increased anxiety in patients with social phobia.Shorter Communications,1996(34):245-249.
[11] Boris E,Michacl H.Interactive effect of state anxiety and trait anxiety on emotional Stroop interference.Personality and Individual Differences,2001(31):471-478.
[12] Motta R,Joseph J,Rose R,Suozzi J,Leidenmn L.Secondary trauma:Assessing nter-gensrational transmission of war experiences with a nsxlified Stroop procedure,Journal of Clinical Psychology,1997,53(8):895-9O3.
[13] Lavy E,van Oppen P,van den Hont M.Selective processing of emotional information in obsessive compulsive disorder.Behaviom-Research and Therapy,1994,32:243-246.
[14] Williams J M G,Watts F N,MacLeed C,Matthews A.Costive psychology and emotional disorders(2nd ed.).New York:rally,1997:238-345.
[15] Motta R,Joseph J,Rose R,Suozzi J,Leiderman L.Secondary trauma:Assessing inter-generational transmission of war experiences with a modified Stroop proedure.Journal of Clinical Psyehology,1997,53(8):895-903.
[16] Watts E,McKenna P,Sharreek R,Trezise L.Colonr naming of phobia-related words.British Jonmal of Psychology,1986.77:97-108.
[17] Leventhal H,Meyer D,Neronz D.The common sense representation of illness danger.In:S.Rachman(Ed.).Contributions to medical psychology,Oxford:Pergamon,1980,2:7-30.
[18] Dahlem N W,Kinsman R A.Pnaie-fear in asthma:A divergence between subjective report and behavioral patterns.Perceptual and Motor Skills,1978,46:95-98.
[19] Lootti M M,Helen S.The Role of Functional Neuroimaging in the Neuropsycbuingy of Depression.Journal of Clinical & Experimental Neuropsycholngy,2001,1:331-337.
[20] Skadvik E M.Attribution of perceived achievement in school in general and in moth and verbal areas:Relations with academic self-concopt and selfesteem.Birth Journal of Educational Psychology,1994,64:33-143.392-398.
[21] 郑希付,中学生元担忧与考试焦虑.心理学报,2006,38(3):392-398.
[22] 郑希付,不同情绪模式的词语和图片刺激启动的时间效应研究,心理学报,2004,36(5):545-549.
[23] Forgas J P.MondandJndgment:theAffectInfusionMode(AIM).PsychologicalBulletin,1995,117(1):39-66.
[24] 郑希付,学习困儿童和学习优秀儿童的手书特点比较,心理科学;2007,30(1):165-168.
[1] QIN Yao, PENG Yunshi. The Effect of Parenting Styles on Social Anxiety in Junior High School Students: The Chain Mediated Role of Rumination and Peer Acceptance [J]. Psychological Development and Education, 2024, 40(1): 103-113.
[2] CHEN Ying, ZHANG Ye, HAN Na, WANG Kai. The Influence of Campus Exclusion on Junior High School Students’ Online Deviant Behavior: The Serial Mediating of Relative Deprivation and Self-control [J]. Psychological Development and Education, 2023, 39(6): 887-894.
[3] LI Tengfei, MA Yuxin, SONG Ruijun, CHEN Liang. Longitudinal Associations between Physical Victimization, Relational Victimization, and Academic Achievement during Early Adolescence: A Cross-lagged Panel Study [J]. Psychological Development and Education, 2023, 39(4): 559-567.
[4] XIN Guogang, ZHANG Libin, CHANG Ruisheng, ZHANG Yunyun. Bullying Victimization Trajectories in Early Adolescence: The Predictive Role of Depression, Self-esteem and Academic Achievement [J]. Psychological Development and Education, 2023, 39(4): 568-579.
[5] LIU Zhiguo, QI Bing, LI Yaping, WANG Runzhou, CUI Jia, SONG Yaowu. The Moderating Effect of Achievement Goal Orientation on the Relationship between Academic Self-concept and Academic Achievement: Based on Internal/External Reference of Frame Model [J]. Psychological Development and Education, 2023, 39(1): 68-76.
[6] LI Ming, SHANG Xinhua, FANG Xiaoyi, JI Wenguang. From Parental Educational Involvement to Students’ Achievement: A Serial Mediation Model of Parental Autonomy Support and Self-regulation Learning Potential [J]. Psychological Development and Education, 2022, 38(6): 839-847.
[7] XIAO Xue, GUO Lei, ZHAO Yongping, CHEN Fuguo. Cumulative Ecological Risk on Bullying Victimization in Junior High School Students: The Moderating Effects of Resilience [J]. Psychological Development and Education, 2022, 38(5): 648-657.
[8] YAN Yixia, LIU Yanying, DING Fang. The Effects of Theory of Mind and the Pattern of Social Interactions on the Development of Social Mindfulness in Junior High School Students [J]. Psychological Development and Education, 2022, 38(4): 485-494.
[9] XUE Xiaoran, HUANG Bijuan, LI Hongxia, ZHAO Xiaomeng, SI Jiwei. Longitudinal Associations between Attitudes towards Mathematics and Mathematical Achievement in Primary School Children: The Roles of Academic Procrastination and Mathematical Metacognition [J]. Psychological Development and Education, 2022, 38(4): 520-529.
[10] XIE Yuntian, SHI Zifu, YIN Lin, LAN Luo. A Meta-analysis of the Relationships between Chinese Parenting Styles and Children’s Academic Achievement [J]. Psychological Development and Education, 2022, 38(3): 366-379.
[11] WANG Guoxia, ZHAO Yang. A Meta-analysis about Teacher Autonomy-support and Student Academic Achievement: The Mediation of Psychological Need Satisfaction, Motivation and Engagement [J]. Psychological Development and Education, 2022, 38(3): 380-390.
[12] ZHAO Yafei, ZHAI Xiangping, ZHANG Guangxu, LIANG Xin, XIN Sufei. The Relationship between Growth Mindset and Grit: Serial Mediation Effects of the Future Time Perspective and Achievement Motivation [J]. Psychological Development and Education, 2022, 38(2): 216-222.
[13] XU Xinpei, MO Lingfei, LIU Ming, DENG Ciping. Grade 10 Students' Achievement Goal Orientation Patterns and Their Academic Adjustment: Based on Latent Profile Analysis [J]. Psychological Development and Education, 2022, 38(1): 81-89.
[14] SHEN Yijia, ZHANG Guohua, HE Jiankang, LUO Lilan, HAN Jintao, JIANG Bo. The Relationship between Parental Learning Companionship and Children's Academic Underachievement: The Mediating Effect of Parent-child Academic Communication and the Moderating Effect of Learning Burden [J]. Psychological Development and Education, 2021, 37(6): 826-833.
[15] REN Ping, SONG Zijing, MENG Xiaozhe, QIN Xingna, ZHANG Yunyun. The Relationship between Academic Achievement, Popularity and Aggressive Behavior of Adolescents: A Cross-lagged Analysis [J]. Psychological Development and Education, 2021, 37(5): 710-718.
Viewed
Full text


Abstract

Cited

  Shared   
  Discussed   
No Suggested Reading articles found!