区分准备焦虑与表现焦虑：向新构念迈进

Psychological research on student anxiety has focused heavily on performance contexts: situations where students present a final product. These contexts share several features in common; they are high-stakes, brief, with clear expectations, and are often evaluated. In contrast, preparation contexts—which are longer, more ambiguous, and offer more behavioral leeway—are treated less consistently. The result is a fragmented literature: anxiety during the preparation phase is alternately modeled as anticipatory performance anxiety, undifferentiated state (or trait) anxiety, narrow and task-specifi