外语焦虑量表英文版
英语学习焦虑量表的编译及信效度检验
K ey W ords∀ ! educa tiona l psycho logy; Eng lish learn ing; psychom etrics study; co llege studen ts; re liab ility; valid ity
! ! 在 20世纪后三十年里, 国外许多学者针对语言 学习焦虑对语言学习成就的影响进行研究, 从不同层 面 获 得 了 有 价 值 的 经 典 性 成 果。 如 Jakobov its ( 1970) [ 1] 指出, 在影响学习者语言成 绩的各种因素 中, 情感因素 ( A ffect ive factors) 占 33% 。M acIntyre 等 ( 1994) [ 2] , 从心理学的角度指出, 语言焦虑是影 响外语学习个别差异的最重要因素之一 # # # 情感因素 中的主要构成成分。H o rw itz等 ( 1986) [ 3 ] 在分析语言 焦虑时, 将其称为外语焦虑 ( F oreign language anx ie
英语学习焦虑量表
大学生英语学习焦虑量表亲爱的同学：您好！非常感谢您在百忙之中填写该量表，该量表是由Horwitz 编制的外语课堂焦虑量表( Foreign Language Classroom Anxiety Scale ,FLCAS)的中文版，这次调查的目的是想了解非英语专业大学生的英语学习焦虑状况。
本量表的各项答案绝对保密，所以希望您认真作答。
如果你认为某一因素非常符合就选“5”，比较符合选“4”，一般选“3”，不太符合选“2”，一点也不符合选“1”（大家可以在回帖中写出自己的结果）。
谢谢您的合作！您的性别：＿＿＿您的专业：＿＿＿年级：＿＿＿01. 在外语课外说英语很没有信心 1 2 3 4 502. 外语课上担心自己会犯错 1 2 3 4 503. 外语课上老师叫我时会发抖 1 2 3 4 504. 外语课上没听懂老师用外语说什么会感到害怕 1 2 3 4 505. 上外语课使我感到烦恼 1 2 3 4 506. 上外语课时在想一些和课堂内容无关的事 1 2 3 4 507. 一直在想其他同学的外语比自己好 1 2 3 4 508. 对外语课上的一些小测验感到紧张 1 2 3 4 509. 外语课上做没有准备的发言时感到恐慌 1 2 3 4 510. 担心因为外语不及格带来的后果 1 2 3 4 511. 不明白为什么有些人对外语课这么害怕 1 2 3 4 512. 外语课上很紧张以致知道的东西都忘了 1 2 3 4 513. 外语课上不愿自愿发言 1 2 3 4 514. 和同是学英语的人说英语使我感到紧张 1 2 3 4 515. 听不懂老师所讲时会很不自在 1 2 3 4 516. 对外语准备得很充分,还是感到焦虑 1 2 3 4 517. 希望最好不用去上外语课 1 2 3 4 518. 在外语课上发言很自信 1 2 3 4 519. 外语老师要纠正我错误时很害怕 1 2 3 4 520. 老师点到名字时感到心跳得很厉害 1 2 3 4 521. 外语考试准备得越多越觉得没底 1 2 3 4 522. 为外语课做好准备觉得有压力 1 2 3 4 523. 觉得其他同学的英语比自己好 1 2 3 4 524. 在其他同学面前说英语很自信 1 2 3 4 525. 外语课的进度很快,担心跟不上 1 2 3 4 526. 上外语课使我感到紧张和不安 1 2 3 4 527. 在外语课上发言时感到紧张不安 1 2 3 4 528. 去上外语课的路上感到很轻松 1 2 3 4 529. 听不懂外语老师说什么感到很不安 1 2 3 4 530. 学外语要学那么多规则使人害怕 1 2 3 4 531. 说外语时担心别的同学取笑 1 2 3 4 532. 和同是学英语的人说英语不那么紧张 1 2 3 4 533. 老师问事先没有准备的问题时感到紧张 1 2 3 4 5此量表分为四个维度，计分方式为5点记分制，反向计分题为2，5，8，11，14，18，22，28，32。
完整word版)Hamilton汉密尔顿焦虑量表
完整word版)Hamilton汉密尔顿焦虑量表专业资料分享：汉密尔顿焦虑量表（HAMA）汉密尔顿焦虑量表（Hamilton Anxiety Scale，HAMA）是一种由医生评定的量表，由Hamilton于1959年编制，包括14个项目，被广泛应用于精神科中。
适应范围：主要用于评定神经症及其他病人的焦虑症状的严重程度。
信、效度检验：一）信度：经过10次以上的系统训练后，评定者可取得极好的一致性。
上海市精神卫生中心曾对19例焦虑患者作了联合检查，两评定员之间的一致性相当好，其总分评定的信度系数r为0.93；各单项症状评分的信度系数为0.83~1.00；P值均小于0.01.二）效度：HAMA总分能很好反映焦虑状态的严重程度。
上海市精神卫生中心曾对36例焦虑性神经症的病情严重程度与HAMA总分间的相关检验效度，其效度系数为0.36(P〈0.05)。
使用方法：一）评定方法：应由经过训练的两名评定员进行联合检查，采用交谈与观察的方式，检查结束后，两评定员各自独立评分。
若需比较治疗前后的症状和病情的变化，则于入组时，评定当时或入组前一周的情况，治疗后2~6周，再次评定，以资比较。
二）评定标准：HAMA的评分为0~4分，5级：（）无症状；（1）轻；（2）中等；（3）重；（4）极重。
HAMA无工作用评分标准，各项症状的评定标准如下：1.焦虑心境（us mood）：担心、担忧，感到有最坏的事将要发生，容易激惹。
2.紧张（n）：紧张感、易疲劳、不能放松、情绪反应，易哭、颤抖、感到不安。
3.害怕（fears）：害怕黑暗、陌生人、一人独处、动物、乘车或旅行及人多的场合。
4.失眠（insomnia）：难以入睡、易醒、睡得不深、多梦、夜惊、醒后感疲倦。
5.认知功能（cognitive）：或称记忆、注意障碍，注意力不能集中，记忆力差。
6.抑郁心境（depressed mood）：丧失兴趣、对以往爱好缺乏快感、抑郁、早醒、昼重夜轻。
Sarason考试焦虑量表(TAS)
Sarason考试焦虑量表(TAS)姓名性别年龄年级文化程度父亲文化程度和职业母亲文化程度和职业[指导语]此量表用于测定初中以上学生在考试期间的焦虑水平。
下列37个句子描述人们对参加考试的感受，请你阅读每一个句子，然后根据你的实际情况（感受），在每一题号后（）内回答（是或否），答案没有对错、好坏之分，只求按实际情况填写，尽可能快些作答，但切勿遗漏。
1（）当一次重大考试就要来临时，我总是在想别人比我聪明得多。
2（）如果我将要做一次智能测试，在做之前我会非常焦虑。
3（）如果我知道将会有一次智能测试，在此之前我感到很自信（）很轻松。
4（）参加重大考试时，我会出很多汗。
5（）考试期间，我发现自己总是在想一些和考试内容无关的事。
6（）当一次突然袭击式的考试来到时，我感到很怕。
7（）考试期间我经常想到会失败。
8（）重大考试后我经常感到紧张，以至胃不舒服。
9（）我对智能考试和期末考试之类的事总感到发怵。
10（）在一次考试中取得好成绩似乎并不能增加我在第二次考试中的信心。
11（）在重大考试期间我有时感到心跳很快。
12（）考试结束后我总是觉得可以比实际上做得更好。
13（）考试完毕后我总是感到很抑郁。
14（）每次期末考试之前，我总有一种紧张不安的感觉。
15（）考试时，我的情绪反应不会干扰我考试。
16（）考试期间我经常很紧张，以至本来知道的东西也忘了。
17（）复习重要的考试对我来说似乎是一个很大的挑战。
18（）对某一门考试，我越努力复习越感到困惑。
19（）某门考试一结束，我试图停止有关担忧，但做不到。
20（）考试期间我有时会想我是否能完成大学学业。
21（）我宁愿写一篇论文，而不是参加一次考试，作为某门课程的成绩。
22（）我真希望考试不要那么烦人。
23（）我相信如果我单独参加考试而且没有时间限制的话，我会考得更好。
24（）想着我在考试中能得多少分，影响了我的复习和考试。
25（）如果考试能废除的话，我想我能学得更好。
26（）我对考试抱这样的态度：虽然我现在不懂，但我并不担心。
外语焦虑量表英文版
Appendix IThe Foreign Language Classroom Anxiety Scale (FLCAS)Horwitz, E. K., Horwitz, M. B., and Cope, j., 19861 .I never feel quite sure of myself when I am speaking in my foreign language class.2. I don't worry about making mistakes in language class.3. I tremble when I know that I'm going to be called on in language class.4. It frightens me when I don't understand what the teacher is saying in the foreign language.5. It wouldn't bother me at all to take more foreign language classes.6. During language class, I find myself thinking about things that have nothing to do with the course.7. I keep thinking that the other students are better at languages than I am.8. I am usually at ease during tests in my language class.9. I start to panic when I have to speak without preparation in language class.10. I worry about the consequences of failing my foreign language class.11. I don't understand why some people get so upset over foreign language classes.12. In language class, I can get so nervous I forget things I know.13. It embarrasses me to volunteer answers in my language class.14.I would not be nervous speaking the foreign language with native speakers.15. I get upset when I don't understand what the teacher is correcting.16. Even if I am well prepared for language class, I feel anxious about it.17. I often feel like not going to my language class.18. I feel confident when I speak in foreign language class.19. I am afraid that my language teacher is ready to correct every mistake I make.20. I can feel my heart pounding when I'm going to be called on in language class.21.The more I study for a language test, the more confused I get.22. I don't feel pressure to prepare very well for language class.23. I always feel that the other students speak the foreign language better than I do.24. I feel very self-conscious about speaking the foreign language in front of other students.25. Language class moves so quickly I worry about getting left behind.26. I feel more tense and nervous in my language class than in my other classes.27. I get nervous and confused when I am speaking in my language class.28. When I'm on my way to language class, I feel very sure and relaxed.29. I get nervous when I don't understand every word the language teacher says.30. I feel overwhelmed by the number of rules you have to learn to speak a foreign language.31 .I am afraid that the other students will laugh at me when I speak the foreign language.32. I would probably feel comfortable around native speakers of the foreign language.33. I get nervous when the language teacher asks questions which I haven't prepared in advance.。
Hamilton汉密尔顿焦虑量表
Hamilton汉密尔顿焦虑量表(HAMA)汉密尔顿焦虑量表（Hamilton Anxiety Scale，HAMA）包括14个项目，由Hamilton于1959年编制，它是精神科中应用较为广泛的由医生评定的量表之一。
一、适应范围主要用于评定神经症及其他病人的焦虑症状的严重程度。
信、效度检验（一）信度评定者若经过10次以上的系统训练后，可取得极好的一致性。
上海市精神卫生中心曾对19例焦虑患者作了联合检查，两评定员之间的一致性相当好，其总分评定的信度系数r为0.93；各单项症状评分的信度系数为0.83~1.00；P值均小于0.01。
（二）效度HAMA总分能很好反映焦虑状态的严重程度。
上海市精神卫生中心曾对36例焦虑性神经症的病情严重程度与HAMA总分间的相关检验效度，其效度系数为0.36(P〈0.05)。
二、使用方法（一）评定方法应由经过训练的两名评定员进行联合检查，采用交谈与观察的方式，检查结束后，两评定员各自独立评分。
若需比较治疗前后的症状和病情的变化，则于入组时，评定当时或入组前一周的情况，治疗后2~6周，再次评定，以资比较。
（二）评定标准HAMA的评分为0~4分，5级：（0）无症状；（1）轻；（2）中等；（3）重；（4）极重。
HAMA无工作用评分标准，各项症状的评定标准如下：1．焦虑心境（anxious mood）：担心、担忧，感到有最坏的事将要发生，容易激惹。
2．紧张（tension）：紧张感、易疲劳、不能放松、情绪反应，易哭、颤抖、感到不安。
3．害怕（fears）：害怕黑暗、陌生人、一人独处、动物、乘车或旅行及人多的场合。
4．失眠（insomnia）：难以入睡、易醒、睡得不深、多梦、夜惊、醒后感疲倦。
5．认知功能（cognitive）：或称记忆、注意障碍，注意力不能集中，记忆力差。
6．抑郁心境（depressed mood）：丧失兴趣、对以往爱好缺乏快感、抑郁、早醒、昼重夜轻。
7．躯体性焦虑：肌肉系统（somatic ansiety：muscuolar）：肌肉酸痛、活动不灵活、肌肉抽动、肢体抽动、牙齿打颤、声音发抖。
英语专业写作焦虑量表
英语专业写作焦虑量表Introduction:Writing anxiety, as a common issue among English majors, is often experienced during the process of academic writing. This article aims to present an English Writing Anxiety Scale, which assesses the level of writing anxiety and provides insights for potential interventions.1. Methodology:To develop the English Writing Anxiety Scale (EWAS), a comprehensive review of relevant studies was conducted. The researchers then constructed a questionnaire consisting of 20 items. Each item was designed to measure different aspects of writing anxiety. A Likert scale was used to rate the level of agreement or disagreement, ranging from 1 (strongly disagree) to 5 (strongly agree).2. Scale Items:The 20 items of the EWAS were carefully designed to cover multiple dimensions of writing anxiety. These dimensions include:2.1 Fear of Evaluation:- "I am afraid of receiving negative feedback on my writing."- "I worry about others criticizing my writing skills."2.2 Perfectionism:- "I feel pressured to write flawlessly."- "I am overly concerned about making mistakes in my writing."2.3 Lack of Confidence:- "I doubt my ability to express my ideas clearly in writing."- "I often feel insecure about my writing skills."2.4 Procrastination:- "I tend to delay starting my writing assignments."- "I frequently find myself putting off writing tasks."2.5 Writer's Block:- "I often struggle to come up with ideas when writing."- "I frequently experience a 'blank mind' when trying to write."3. Administration:The EWAS can be administered both online and offline, depending on the researcher's preference. Participants are encouraged to complete the questionnaire in a quiet and distraction-free environment. Clear instructions regarding the Likert scale and the purpose of the study should be provided to ensure accurate responses.4. Scoring and Interpretation:Each item is scored based on the participant's response, ranging from 1 to 5. The total score is obtained by summing the scores of all 20 items. A higher score indicates a higher level of writing anxiety. Researchers canestablish cut-off points for different anxiety levels based on their research goals.5. Validity and Reliability:To ensure the validity of the EWAS, a pilot study was conducted with a sample of English majors. The results showed a strong correlation between the scores on the EWAS and other established measures of writing anxiety, indicating convergent validity. The scale also demonstrated good internal consistency, with a Cronbach's alpha coefficient above 0.8.6. Implications and Future Research:The English Writing Anxiety Scale provides a useful tool for researchers and educators to identify and address writing anxiety among English majors. By understanding the specific dimensions of writing anxiety, targeted interventions can be developed to alleviate students' writing-related stress. Future research could explore the effectiveness of interventions and track the changes in writing anxiety over time.Conclusion:In conclusion, the English Writing Anxiety Scale offers a reliable and valid instrument for assessing writing anxiety among English majors. By recognizing the factors that contribute to writing anxiety, educators and researchers can implement interventions to assist students in developing more effective writing strategies and ultimately improve their overall writing outcomes.。
sas焦虑自评量表英文版
sas焦虑自评量表英文版SAS (Self-Rating Anxiety Scale) is a self-assessment tool used to measure anxiety levels in individuals. It consists of 20 items that assess various symptoms of anxiety. Participants rate each item on a 4-point Likert scale, ranging from "1" (not at all) to "4" (very much so). The total score is calculated by summing up the ratings for all items, with higher scores indicating higher levels of anxiety.Below is the English version of the SAS:1. I feel more nervous and anxious than usual.2. I feel afraid for no reason at all.3. I feel restless and can't sit still.4. I feel scared or panicky.5. I have trouble breathing or feel short of breath.6. I feel my heart racing or pounding.7. I have trouble sleeping at night.8. I have difficulty concentrating on tasks.9. I feel irritable or easily agitated.10. I worry excessively about different things.11. I feel tense or on edge.12. I have difficulty relaxing.13. I feel dizzy or lightheaded.14. I have trouble falling asleep.15. I have nightmares or disturbing dreams.16. I feel my muscles tense or twitch.17. I have difficulty controlling worrying thoughts.18. I feel overwhelmed or out of control.19. I have a fear of losing control or going crazy.20. I feel on the verge of a panic attack.Please rate each item based on how much you have experienced it in the past week, using the following scale:1 - Not at all2 - Somewhat3 - Moderately4 - Very much soAdd up your scores for all 20 items to obtain yourtotal SAS score. Higher scores indicate higher levels of anxiety.。
《Sarason考试焦虑量表(TAS)》及测量评分标准版
《Sarason考试焦虑量表(TAS)》此量表全部为判断题，共37题。
请根据自己的情况选择作答：
分值解释：以全部分项目的逐项得分合计为总分，每项选择是与否，并根据是与否下面对应的分值统计逐项分值，需要注意的是3/15/26/27/29/33的得分跟其他不同，只需要根据自己的对应情况来填写就行了。
总分为12分以下：判断为对考试无焦虑
总分为12-20分：中等程度的考试焦虑，需要调整自我，但是经过调解影响不大。
总分为20分以上：严重的考试焦虑，需要积极调整自我，如果不能自我调整，可以尝试去看一下心理医生了。
Hamilton汉密尔顿焦虑量表
H a m i l t o n汉密尔顿焦虑量表The manuscript was revised on the evening of 2021Hamilton汉密尔顿焦虑量表(HAMA)汉密尔顿焦虑量表（Hamilton Anxiety Scale，HAMA）包括14个项目，由Hamilton于1959年编制，它是精神科中应用较为广泛的由医生评定的量表之一。
一、适应范围主要用于评定神经症及其他病人的焦虑症状的严重程度。
信、效度检验（一）信度评定者若经过10次以上的系统训练后，可取得极好的一致性。
上海市精神卫生中心曾对19例焦虑患者作了联合检查，两评定员之间的一致性相当好，其总分评定的信度系数r为；各单项症状评分的信度系数为~；P值均小于。
（二）效度HAMA总分能很好反映焦虑状态的严重程度。
上海市精神卫生中心曾对36例焦虑性神经症的病情严重程度与HAMA总分间的相关检验效度，其效度系数为(P〈。
二、使用方法（一）评定方法应由经过训练的两名评定员进行联合检查，采用交谈与观察的方式，检查结束后，两评定员各自独立评分。
若需比较治疗前后的症状和病情的变化，则于入组时，评定当时或入组前一周的情况，治疗后2~6周，再次评定，以资比较。
（二）评定标准HAMA的评分为0~4分，5级：（0）无症状；（1）轻；（2）中等；（3）重；（4）极重。
HAMA无工作用评分标准，各项症状的评定标准如下：1．焦虑心境（anxious mood）：担心、担忧，感到有最坏的事将要发生，容易激惹。
2．紧张（tension）：紧张感、易疲劳、不能放松、情绪反应，易哭、颤抖、感到不安。
3．害怕（fears）：害怕黑暗、陌生人、一人独处、动物、乘车或旅行及人多的场合。
4．失眠（insomnia）：难以入睡、易醒、睡得不深、多梦、夜惊、醒后感疲倦。
5．认知功能（cognitive）：或称记忆、注意障碍，注意力不能集中，记忆力差。
6．抑郁心境（depressed mood）：丧失兴趣、对以往爱好缺乏快感、抑郁、早醒、昼重夜轻。
Sarason考试焦虑量表
Sarason考试焦虑量表(TAS)性别年龄年级文化程度父亲文化程度和职业母亲文化程度和职业[指导语]此量表用于测定初中以上学生在考试期间的焦虑水平。
以下37个句子描述人们对参加考试的感受，请你阅读每一个句子，然后根据你的实际情况〔感受〕，在每一题号后〔〕答复〔是或否〕，答案没有对错、好坏之分，只求按实际情况填写，尽可能快些作答，但切勿遗漏。
1〔〕当一次重大考试就要降临时，我总是在想别人比我聪明得多。
2〔〕如果我将要做一次智能测试，在做之前我会非常焦虑。
3〔〕如果我知道将会有一次智能测试，在此之前我感到很自信〔〕很轻松。
4〔〕参加重大考试时，我会出很多汗。
5〔〕考试期间，我发现自己总是在想一些和考试容无关的事。
6〔〕当一次突然袭击式的考试来到时，我感到很怕。
7〔〕考试期间我经常想到会失败。
8〔〕重大考试后我经常感到紧，以至胃不舒服。
9〔〕我对智能考试和期末考试之类的事总感到发怵。
10〔〕在一次考试中取得好成绩似乎并不能增加我在第二次考试中的信心。
11〔〕在重大考试期间我有时感到心跳很快。
12〔〕考试完毕后我总是觉得可以比实际上做得更好。
13〔〕考试完毕后我总是感到很抑郁。
14〔〕每次期末考试之前，我总有一种紧不安的感觉。
15〔〕考试时，我的情绪反响不会干扰我考试。
16〔〕考试期间我经常很紧，以至本来知道的东西也忘了。
17〔〕复习重要的考试对我来说似乎是一个很大的挑战。
18〔〕对某一门考试，我越努力复习越感到困惑。
19〔〕某门考试一完毕，我试图停止有关担忧，但做不到。
20〔〕考试期间我有时会想我是否能完成大学学业。
21〔〕我宁愿写一篇论文，而不是参加一次考试，作为某门课程的成绩。
22〔〕我真希望考试不要那么烦人。
23〔〕我相信如果我单独参加考试而且没有时间限制的话，我会考得更好。
24〔〕想着我在考试中能得多少分，影响了我的复习和考试。
25〔〕如果考试能废除的话，我想我能学得更好。
26〔〕我对考试抱这样的态度：虽然我现在不懂，但我并不担忧。
HADS 医院焦虑抑郁量表 英文版
Hospital Anxiety and Depression Scale (HADS)Tick the box beside the reply that is closest to how you have been feeling in the past week.Don’t take too long over you replies: your immediate is best.D A D AI feel tense or 'wound up':I feel as if I am slowed down:3 Most of the time 3 Nearly all the time2 A lot of the time 2 Very often1 From time to time, occasionally 1 Sometimes0 Not at all 0 Not at allI still enjoy the things I used to enjoy:I get a sort of frightened feeling like 'butterflies' in the stomach:0 Definitely as much 0 Not at all1 Not quite so much 1 Occasionally2 Only a little 2 Quite Often3 Hardly at all 3 Very OftenI get a sort of frightened feeling as ifsomething awful is about tohappen:I have lost interest in my appearance:3 Very definitely and quite badly 3 Definitely2 Yes, but not too badly 2 I don't take as much care as I should1 A little, but it doesn't worry me 1 I may not take quite as much care0 Not at all 0 I take just as much care as everI can laugh and see the funny side of things:I feel restless as I have to be on the move:0 As much as I always could 3 Very much indeed1 Not quite so much now2 Quite a lot2 Definitely not so much now 1 Not very much3 Not at all 0 Not at allWorrying thoughts go through my mind:I look forward with enjoyment to things:3 A great deal of the time 0 As much as I ever did2 A lot of the time 1 Rather less than I used to1 From time to time, but not too often2 Definitely less than I used to0 Only occasionally 3 Hardly at allI feel cheerful:I get sudden feelings of panic:3 Not at all 3 Very often indeed2 Not often 2 Quite often1 Sometimes 1 Not very often0 Most of the time 0 Not at allI can sit at ease and feel relaxed:I can enjoy a good book or radio or TVprogram:0 Definitely 0 Often1 Usually 1 Sometimes2 Not Often 2 Not often3 Not at all 3 Very seldomPlease check you have answered all the questionsScoring:Total score: Depression (D) ___________ Anxiety (A) ______________0-7 = Normal8-10 = Borderline abnormal (borderline case)11-21 = Abnormal (case)。
宗(zung)氏焦虑自评量表(sas) 英文
宗氏焦虑自评量表（SAS）是一种评估个体焦虑水平的常用工具。
本量表由华裔美国心理学家宗氏（Zung）于1971年编制，经过多次修订和验证，已成为临床和科研领域中广泛使用的一种标准测量工具。
SAS量表包括20项问题，涵盖了个体在过去一周内所经历的各种焦虑症状，通过对每一项问题进行评分，可以得出被测者的焦虑水平。
以下是SAS量表的英文原文：Zung Self-Rating Anxiety Scale (SAS)Read each statement and decide how much of the time it applies to you.1. I feel more nervous and anxious than usual.2. I feel more afr本人d than usual.3. I feel like something bad is going to happen.4. I feel like I'm falling apart and going to pieces.5. My hands are sometimes clammy and sweaty.6. I have to empty my bladder often.7. I get tired for no reason.8. My head feels full and heavy.9. I have trouble breathing.10. I have to force myself to do things.11. I feel restless and can't keep still.12. I get dizzy and lightheaded.13. I feel that I'm pretty much worthless.14. I feel like I'm having a panic attack.15. My mind is not as clear as it used to be.16. I feel upset and nervous.17. I feel afr本人d in open spaces or on the street.18. I feel that others would be better off if I were dead.19. I feel like I'm falling to pieces.20. I feel that there are lumps in my throat.Instructions: For each item, please put a mark in the appropriate box that represents your feelings during the past week. No Yes Some- times Most of the time根据以上英文SAS量表的内容，我们可以看到，SAS量表共包括20个评价项目，涵盖了个体在焦虑状态下的各种症状和感受。
抑郁焦虑压力量表英文版(21题)【2024版】
Rating
Normal Mild Moderate Severe Extremely Severe
Depression #1 0-9
10-13 14-20 21-27 28+
Anxiety #2 0-7 8-9
10-14 15-19 20+
Stress #3 0-14
15-18 19-25 26-33 37+
3
2
3
14. I was intolerant of anything that kept me from getting on with what I was doing
0
1
15. I felt I was close to panic
0
1
16. I was unable to become enthusiastic about anything.
1
Applied to me a
considerable degree or a good part of
the time
2
1
2
Applied to me very much or most of the time
3
3
0
1
2
3
0
1
0
1
0
1
0
1
0
1
0
1
0
1
0
1
0
1
0
1
2
3
2
3
2
3
2
3
2
3
2
3
2
3
2
3
2
6. I tended to over-react to situations
The Foreign Language Listening Anxiety Scale (FLLAS)英语听力焦虑量表(FLLAS英文原版)
The Foreign Language Listening Anxiety ScaleEnglish VersionThe following statements apply to how various people feel about listeningto native speakers of English speak English. Indicate if these statementsapply to how you feel by writing number of the item that vest indicatesyour choice.Choices:1)Strongly disagree 2)Dissagree 3)Undecided 4)Agree 5) Strongagree1.When listening to English, I tend to get stuck on one or two unknownwords.2.I get nervous if a listening passage is read only once during Englishlistening tests.3.When someone pronounces words differently from the way Ipronounce them,I find it difficult to understand.4.When a person speaks English very fast, I worry that I might notunderstand all of it.5.I am nervous when I am listening to English if I am not familiar withthe topic.6.It’s easy to guess about the parts that I miss while listening to English.7.If I let my mind drift even a little bit while listening to English. Iworry that I will miss important ideas.8.When I’m listening to English, I am worried when I can’t watch thelips or facial expression of a person who is speaking.9.During English listening tests, I get nervous and confused when Idon’t understand every word.10.When listening to English, it is difficult to differentiate the wordsfrom one another.11.I fell uncomfortable in class when listening to English without thewritten text.12.I have difficulty understanding oral instructions given to me inEnglish.13.It is hard to concentrate on what English speakers are saying unless Iknow them well.14.I feel confident when I am listening in English.15.WhenI’m listening to English, I often get so confused I can’tremember what I have heard.16.I fear I have inadequate background knowledge of some topics whenlistening in English.17.My thoughts become jumbled and confused when listening toimportant information in English.18.I get worried when I have little time to think about what I hear inEnglish.19.Wh enI’m listening to English, I usually end up translating word byword without understanding the contents.20.I would rather not have to listen to people speak English at all.21.I get worried when I can’t listen to English at my own pace.22.I keep thinking that everyone else except me understands very wellwhat an English speaker is saying.23.I get upset whenI’m not sure whether I understand what I amlistening to in English.24.If a person speaks English very quietly, I am worried aboutunderstanding.25.I have no fear of listening in English as a member of an audience.26.I am nervous when listening to an English speaker on the phone orwhen imaging a situation where I listen to an English speaker on thephone.27.I feel tense when listening to English as a member of social gatheringor when imaging a situation where I listen to English as a member ofa social gathering.28.It’s difficult for me to listen to English when there is even a little bitof background noise.29.Listening to new information in English makes me uneasy.30.I get annoyed when I come across words that I understand whilelistening to English.31.English stress and intonation seem familiar to me.32.When listening to English, I often understand the words but still can’tquite understand what the speaker means.33.It frightens me when I cannot catch a word of an English listeningpassage.。
Hamilton汉密尔顿焦虑量表(HAMA)
精心整理Hamilton汉密尔顿焦虑量表(HAMA)汉密尔顿焦虑量表（HamiltonAnxietyScale，HAMA）包括14个项目，由Hamilton于1959年编制，它是精神科中应用较为广泛的由医生评定的量表之一。
一、适应范围主要用于评定神经症及其他病人的焦虑症状的严重程度。
信、效度检验（一）信度评定者若经过10190.93；各单项症状评分的信度系数为0.83~1.00；P（二）效度HAMA总分能很好反映焦虑状态的严重程度。
情严重程度与HAMA二、使用方法（一）评定方法检查结束后，两评定员各自独立评分。
则于入组时，评定当时或入组前一周的情况，治疗后2~6HAMA（0）无症状；（1）轻；（2）中等；（3）重；（4）极重。
HAMA1．焦虑心境（anxiousmood）：担心、担忧，感到有最坏的事将要发生，容易激惹。
2．紧张（tension）：紧张感、易疲劳、不能放松、情绪反应，易哭、颤抖、感到不安。
3．害怕（fears）：害怕黑暗、陌生人、一人独处、动物、乘车或旅行及人多的场合。
4．失眠（insomnia）：难以入睡、易醒、睡得不深、多梦、夜惊、醒后感疲倦。
5．认知功能（cognitive）：或称记忆、注意障碍，注意力不能集中，记忆力差。
6．抑郁心境（depressedmood）：丧失兴趣、对以往爱好缺乏快感、抑郁、早醒、昼重夜轻。
7．躯体性焦虑：肌肉系统（somaticansiety：muscuolar）：肌肉酸痛、活动不灵活、肌肉抽动、肢体抽动、牙齿打颤、声音发抖。
8．躯体性焦虑：感觉系统（Somaticanxiety：sensory）：视物模糊、发冷发热、软弱无力感、浑身刺痛。
9．心血管系统症状（cardiovascular-symptoms）：心动过速、心悸、胸痛、心管跳动感、昏倒感、心搏脱漏。
10．呼吸系统症状（respiratorysymptoms）：胸闷、窒息感、叹息、呼吸困难。
完整版Hamilton汉密尔顿焦虑量表
汉密尔顿焦虑量表（HAMA）
中医肝郁脾虚证评分表
）（HAMD汉密尔顿抑郁量表17
3
2417〜分：7〜17可能有抑郁症；总分在总分在正常分总分＜评分标准：7: 严重抑郁症。
分：肯定有抑郁症；总分＞分：24
舒肝解郁胶囊联合柴香汤治疗肝郁脾虚型脑卒中后抑郁的临床观察
研究者签名-------------- 日月年
一、基本情况统计
知情同意书
本调查实为临床科研调查所需，Ll的是为了观察舒肝解郁胶囊联合柴香汤治疗肝郁脾虚型脑卒中后抑郁的临床效果。
请您认真阅读下列内容：
1.你可能被分到A组、B组或C组。
2.如在治疗过程中有不适，请及时转告医师。
3・治疗前后及治疗期间将向您检查症状和体征变化情况，并进行复查评定，请您配合。
4.你的参与完全出于自愿。
□.不与同病房的患者交谈治疗过程。
6.同意采用该项口治疗方案，并坚持完成治疗。
我已详细阅读以上内容，己了解舒肝解郁胶囊联合柴香汤治疗肝郁脾虚型脑卒中后抑郁的临床观察的Ll 的、意义和方法，同意参加该临床研究，并将严格按照临床研究方案的要求，主动配合临床医师完成本次研究任务。
患者或家属签字：
日期：
医生签字：
日期:
注：如岀现与实验有关的问题或者需要紧急医疗救助，请与研究者联系
电话：
6。
Sarason考试焦虑量表TAS
Sarason考试焦虑量表(TAS)测验说明：请仔细阅读每一道题根据自己实际情况进行作答：每一道题都有两种答案（A.是 B.否)请从两种答案中选择一个适合你的,在答题过程中不得漏题,在同一题上不得斟酌太多时间,根据看完题后的第一反应进行作答。
有些题目可能与你不符或你从未思考过，如有这情况请选出一个你个人倾向的答案。
此量表使用范围：1.量表可进行个别测试也可进行团体测试2.一般来说,此量表适合大/中学生群体3.此量表一般在考试时间用也可在平进测试使用。
试题题目：1.当一次重大考试就要来临时，我总是在想别人比我聪明得多。
2.如果我将要做一次智能测试，在做之前我会非常焦虑。
3.如果我知道将会有一次智能测试，在此之前我感到很自信.很轻松。
4.参加重大考试时，我会出很多汗。
5.考试期间，我发现自己总是在想一些和考试内容无关的事。
6.当一次突然袭击式的考试来到时，我感到很怕。
7.考试期间我经常想到会失败。
8.重大考试后我经常感到紧张，以至胃不舒服。
9.我对智能考试和期末考试之类的事总感到发怵。
10.在一次考试中取得好成绩似乎并不能增加我在第二次考试中的信心。
11.在重大考试期间我有时感到心跳很快。
12.考试结束后我总是觉得可以比实际上做得更好。
13.考试完毕后我总是感到很抑郁。
14.每次期末考试之前，我总有一种紧张不安的感觉。
15.考试时，我的情绪反应不会干扰我考试。
16.考试期间我经常很紧张，以至本来知道的东西也忘了。
17.复习重要的考试对我来说似乎是一个很大的挑战。
18.对某一门考试，我越努力复习越感到困惑。
19.某门考试一结束，我试图停止有关担忧，但做不到。
20.考试期间我有时会想我是否能完成大学学业。
21.我宁愿写一篇论文，而不是参加一次考试，作为某门课程的成绩。
22.我真希望考试不要那么烦人。
23.我相信如果我单独参加考试而且没有时间限制的话，我会考得更好。
24.想着我在考试中能得多少分，影响了我的复习和考试。
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Appendix I
The Foreign Language Classroom Anxiety Scale (FLCAS)
Horwitz, E. K., Horwitz, M. B., and Cope, j., 1986
1 .I never feel quite sure of myself when I am speaking in my foreign language class.
2. I don't worry about making mistakes in language class.
3. I tremble when I know that I'm going to be called on in language class.
4. It frightens me when I don't understand what the teacher is saying in the foreign language.
5. It wouldn't bother me at all to take more foreign language classes.
6. During language class, I find myself thinking about things that have nothing to do with the course.
7. I keep thinking that the other students are better at languages than I am.
8. I am usually at ease during tests in my language class.
9. I start to panic when I have to speak without preparation in language class.
10. I worry about the consequences of failing my foreign language class.
11. I don't understand why some people get so upset over foreign language classes.
12. In language class, I can get so nervous I forget things I know.
13. It embarrasses me to volunteer answers in my language class.
14.I would not be nervous speaking the foreign language with native speakers.
15. I get upset when I don't understand what the teacher is correcting.
16. Even if I am well prepared for language class, I feel anxious about it.
17. I often feel like not going to my language class.
18. I feel confident when I speak in foreign language class.
19. I am afraid that my language teacher is ready to correct every mistake I make.
20. I can feel my heart pounding when I'm going to be called on in language class.
21.The more I study for a language test, the more confused I get.
22. I don't feel pressure to prepare very well for language class.
23. I always feel that the other students speak the foreign language better than I do.
24. I feel very self-conscious about speaking the foreign language in front of other students.
25. Language class moves so quickly I worry about getting left behind.
26. I feel more tense and nervous in my language class than in my other classes.
27. I get nervous and confused when I am speaking in my language class.
28. When I'm on my way to language class, I feel very sure and relaxed.
29. I get nervous when I don't understand every word the language teacher says.
30. I feel overwhelmed by the number of rules you have to learn to speak a foreign language.
31 .I am afraid that the other students will laugh at me when I speak the foreign language.
32. I would probably feel comfortable around native speakers of the foreign language.
33. I get nervous when the language teacher asks questions which I haven't prepared in advance.。