PSYCH OpenIR  > 中国科学院心理研究所回溯数据库(1956-2010)
Alternative TitleTest Anxiety of high school students in Beijing
Thesis Advisor张建新
Degree Grantor中国科学院心理研究所
Place of Conferral心理研究所
Keyword考试焦虑 自我效能感 父母养育风格 成就目标取向 学业价值观 学业成绩
Abstract为了探讨北京市中学生考试焦虑状况、影响考试焦虑的相关因素、以及这些因素如何对中学生考试焦虑产生影响等问题。本研究随机抽取北京市15所中学,采用分层整群抽样的方法,抽取2089名中学生作为被试, 运用考试焦虑问卷(TAS)、父母养育方式量表(PSS)、学业相关综合量表(AAG)进行研究。5个月后对其中一所中学194名学生进行了TAS的重测。调查采用无记名方式进行,重测部分根据学生填写的班级和精确出生日期一一对应。本文分三个研究来进行探讨:研究一北京市中学生考试焦虑状况及常模的建立 ;研究二考试焦虑与学业成绩相关问题的比较分析;研究三考试焦虑影响因素及模型建构。研究结果如下: 1. TAS在北京市中学生中使用具有较好的信效度,达到测量学要求。其中25条目的简化版效用和37条目版相当甚至更好。 2.北京市考试焦虑的检出率:样本中TAS总分≥15的总体比率是57.9%,其中男生中55%的学生TAS总分≥15,女生中的比例是61%。总分20分为较高水平考试焦虑,样本中有31.9%的人超过20分。男生中有28.1%的人超过20分,女生有35.9%的人超过20分。 3.年级和性别以及两者的交互作用均达到统计显著水平。女生的考试焦虑显著高于男生,年级之间也存在差异。 4.将样本分为有、无考试焦虑两组,考试焦虑组和非焦虑组的成绩差异非常明显。学习成绩的高低与考试焦虑的发生呈显著负相关。 5.考试焦虑与掌握目标取向负相关,与成绩目标取向正相关。学业相关自我效能越高的学生的考试焦虑水平越低。越认为学习是有价值,考试焦虑水平越低。 父母亲以沟通的方式进行教养,其子女的考试焦虑水平越低,教养的方式越不一致,考试焦虑水平越高。 6.成就目标是无价值感对考试焦虑的中介变量。 7.引入成就目标取向,父母养育风格中沟通、监控、一致性对于考试焦虑的间接效应均达到显著水平。
Other AbstractIn order to analyze the test anxiety of Beijing's high school students, relevant factors affecting test anxiety and how those factors have effect on the test anxiety of those high school students, a cross-sectional study had been conducted among 2,089 students randomly selected from 15 high schools in Beijing, using the Test Anxiety Scale(TAS), Parenting Style Scale (PSS) and Academic Aggregate Graphic (AAG). Five months later, 194 students from one of those high schools were retested with TAS with students remaining anonymous. In the retest, the classes and birth dates of those students were strictly matched. This paper is composed of three parts to examine the issue. The first part examines the test anxiety among high school students in Beijing and establishes the model; the second part conducts a comparative study of issues related to test anxiety and academic performance; the third part examines the factors affecting test anxiety and establishes the model. Results showed that: 1. The reliability and validity of TAS are satisfied and can meet survey requirement. The 25-item version of TAS turned out to have equal or even better performance compared with the original 37-item version. 2. Incidence of test anxiety in high schools of Beijing: 57.9 percent of samples have an overall score at or higher 15. 55 percent of male student samples have a score at or higher than 15 while that for female student samples is 61 percent. A score of 20 refers to fairly serious test anxiety and 31.9 percent of samples have a score over 20. 28.1 percent of the male student samples have a score of over 20 while that for female student samples is 35.9 percent. 3. The effect of grade and sex and the interaction between the two factors are statistically significant. Female students have higher test anxiety than male students and the level of test anxiety varies from grade to grade. 4. Samples are divided into two groups, one with test anxiety and the other without. The academic performance gap between the two groups is very significant. There is a significant negative correlation between academic score and test anxiety. 5. There is a negative correlation between test anxiety and mastery goal orientation and a positive correlation between test anxiety and performance goal orientation. Students with higher academic self-efficiency have lower test anxiety. The more one thinks study is valuable, the lower his/her test anxiety is. Those whose parents communicate smoothly with them have lower test anxiety. Those whose parents have an inconsistent communication style have higher test anxiety. 6. Achievement goal is mediate variable for the effect of lack of values on test anxiety. 7. The indirect effect of introduction of achievement goal and parenting style, including communication, monitoring and communication consistence, on test anxiety is significant. Key words: Test anxiety,reliability, validity, self-efficiency,parenting style,achievement goal orientation, academic values, academic score
Document Type学位论文
Recommended Citation
GB/T 7714
宋飞. 北京市中学生考试焦虑状况及其相关因素分析[D]. 心理研究所. 中国科学院心理研究所,2008.
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