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粗心,一個難以解決的宿敵
粗心,是所有人在求學階段不斷對抗的大敵,究竟我們為什麼會粗心?我們到底能不能一勞永逸的解決粗心這個問題?
導致粗心的可能因素有很多,主要的因素在於以下三點
 

認知因素:

考試時的任何風吹草動,包括噪音以及考場環境、同學的動作等等,以及考生心理的各種雜念都會消耗注意力,而注意力被消耗的同時錯誤率便會上升。
 

情緒因素:

考生對於考試結果的擔憂,以及對於名次的自我期待都會造成情緒壓力,而情緒壓力在考試時對思維的干擾相當巨大,並且非常容易被忽視。
 

行為因素:

考生若作答時間的分配不如預期,或是題型的難度超出預料,就會讓考生感到急迫,而匆忙急促的狀態會導致粗心錯誤的機率大幅上升。

 
要改善這幾項問題,可以從這幾個方向下手
 

情緒管理:

忍耐自己的焦慮無法解決問題,考生可以透過和同儕的交流或是自我對話等方式來減輕、轉移對焦慮的注意力。此外也可以培養如深呼吸等"例行性動作",很多運動員賽前會有特殊動作讓自己能進入專注狀態,考生也可可以藉由類似行為重置自己的思緒,維持專注力。
 

考前準備:

即使是對考試內容再有信心,也應該在考前認真準備測驗內容,以維持對測驗項目的熟悉。考前的不認真可能會讓部分少見題型的技巧變的生疏,更可能在潛意識中留下自己沒有讀書的不確定感,增加可能的焦慮。
 

設定考試步驟:

考試當下臨時思考策略會無意識的增加壓力,因此應該要在考前設定好考試時的策略,一般建議先尋找並完成基礎題型後,再完成較具難度的進階題型,而沒有把握或已經忘記的題型則放在最後嘗試,以達到分數效益最大化。
 
粗心雖然難以避免,但也絕非無法改善,做好萬全的準備,調整好考試的情緒,才能將粗心錯誤的機率降至最低。
 
參考文獻:
Chan, D. W. (2008). Perceived cognitive determinants of examination malpractice. Educational Psychology, 28(6), 609-623.
 
Jones, K. A., & Shell, D. F. (2012). A conceptual framework for understanding and reducing college student procrastination. College Student Journal, 46(4), 810-825.
 
Hagenauer, G., Volet, S. E., & Turner, J. E. (2014). Examining the relationship between academic motivation and attentional control: The role of classroom relatedness and goal structures. Social Psychology of Education, 17(2), 195-212.
 
Ouwens, M. A., van der Meer, J., & Scholte, R. H. (2018). The relationship between mind-wandering, personal goals, and academic performance. Learning and Individual Differences, 61, 43-49.
 
Kerdeman, D. K., & Ehrman, M. E. (2019). Attention, working memory, and foreign language performance: An investigation of attentional control theory. Language Learning, 69(1), 160-198.
 
König, C., Seidel, T., & Hänze, M. (2019). Teacher-student relationships and students' achievement: The mediating role of student engagement. Frontline Learning Research, 7(3), 17-34.
 
Lai, C. L., & McNaughton, D. (2020). Mind-wandering in second language listening: The role of working memory and task difficulty. Language Teaching Research, 24(5), 601-620.
 
Chen, X., & Zhao, L. (2020). The role of time management in academic achievement among college students: A moderated mediation model of self-efficacy and procrastination. Frontiers in Psychology, 11, 1571.
 
Gorriz, R., & Diamantopoulos, A. (2021). Assessing the impact of exam format on student performance and satisfaction. Studies in Higher Education, 46(3), 673-691.
 
Sokolowski, H. M., & Smith, L. S. (2022). Testing the benefits of mindfulness training on exam performance and attentional control. Journal of Applied Psychology, 107(2), 267-281.