高中生考试焦虑影响考试成绩的模式和对策研究

【作者】 田宝；

【导师】 郭德俊；

【作者基本信息】 首都师范大学 ， 发展与教育心理学， 2001， 博士

【摘要】 “考试焦虑与考试成绩的关系”是考试焦虑研究的核心。本研究从考试焦虑的构成要素、考试焦虑影响考试成绩的模式、不同类型考试焦虑的干预、考试焦虑的质的研究等四个方面进行探讨。 综合以往的文献，本研究提出考试焦虑的认知反应、生理唤醒和行为表现三因素结构假设，用验证性因素分析的方法，分别以828名、388名高中生为被试进行验证、检验。结果表明：考试焦虑的三因素结构能很好地拟合观测数据，三因素假设成立。 以265名高中生为被试，运用结构方程统计方法，发现考试自我效能感是考试焦虑影响考试成绩的中介变量。对196名高中生观测数据的路径分析，验证了本研究提出的考试焦虑影响考试成绩的模式。其中，考试自我效能感、成绩—接近目标定向、成绩—回避目标定向、担忧、学习和考试技能、认知干扰是具有实际意义的中介变量。考试焦虑对中介变量的影响甚于中介变量对考试成绩的影响。本研究划分了三种考试焦虑类型，即认知主导型、生理唤醒主导型、技能缺乏主导型考试焦虑（简称为C型、P型和S型）并发现存在认知主导型、生理唤醒主导型、技能缺乏主导型三种考试焦虑影响考试成绩的模式（简称为C模式、P模式和S模式）。 针对三种考试焦虑类型，运用认知训练、放松训练、学习和考试技能训练三种干预方法，分别对163名、149名、209名高中生进行等组前后测实验研究。结果表明，认知训练能显著地降低C型、P型和S型考试焦虑者的状态考试焦虑，提高C型和P型考试焦虑者的考试成绩，但不能提高S型考试焦虑者的考试成绩，认知训练在降低考试焦虑和提高考试成绩两方面对C型考试焦虑者作用尤为明显。放松训练能显著地降低P型考试焦虑者的状态考试焦虑水平，对C型和S型考试焦虑者没有实际意义，也不会提高他们的考试成绩。学习和考试技能训练能有效提高C型、P型、S型考试焦虑者的考试成绩，但不能降低其状态考试焦虑。 为深化对考试焦虑影响考试成绩模式的理解，本研究以研究者本人作为研究工具，对11名高考试焦虑者考试焦虑的阶段性、主要的中介变量进行了质的研究，并对研究结果和研究方法进行了讨论。更多还原

【Abstract】 [he relationship between test anxiety and performance is the center of test anxiety research. 慬his paper includes four t~iccts: the study on the components of test anxiety. the model of test anxiety?influencing performance, The intervention of different kinds of test anxiety, The qualitative research of test anxiety. The first, basiuig on previous studies, we assume that test anxiety consists of three components, namely cognitive reaction, physiological arousal and behavioral expression. 828 and 388 high school students were used respectively to conlirrn and test the three-factor hypothesis. 慬he results reveal: the three-factor construct of test anxiety can well fit the observed data, so the three-factor hypothesis is reasonable. 慖抙ie second, taking 265 high school students as subjects, we conclude that test self-efficacy is the mediator variable in which test anxiety influencing performance, with our applying Structural Equation Modehing(SEM). While the model of test anxiety influencing performance is verified, path analysis confirmed our hypothesis, in which 196 high school students are served as subjects,among which, test self-efficacy, achievement-approach, achievement-avoidance, worry. learning and test skills, cogliitive interference are meaningful mediator variables. The influence of test anxiety on mediator variables is greater than the one of mediator variables on performance. We also put forward three types of test anxiety, namely cognition-dominated, physiological arousal-dominated and skill-lack-dominated test anxiety(brietly call them Type C? Type P and 慖抷pe 5). Three sorts of models in which test anxiety intluences performamice are found, they are: Cognition-dominated model, l抙ysiology-dom mated model and Test-skill dominated model(brieflv name them Model C, Model B, Model 5). We apply three kinds of intervention methods: cognition training, relaxation training and learning and test skill training to cope with different types of test anxiety. 163,149.209 high school students respectively take part in different field-study. 慬lie design, two equivalemit groups of before-after measurement, was adopted. The results suggest that Cognition training can significantly decrease the state test anxiety of hype C. 慼ype P and hype S. increase the test performance of 慼ype C, 憀\抪e P. hut not the case with 慬ype S. 慖抙e effects o f抣抳 pc C?are speciall\ significant in increasing perforinanice amid decreasing the state anxiety. Relaxation training can only decrease the state anxiety of Type 1~. 慖抙ere aren抰 any positive effects to lO拁\ er the state test anxiety of?慼ype C?and 慼ype 5, Neither is the performance of?慼ype C and 慼抃抪e S. Learning arid test?skills training can effectively i inprove the test pert抩rmnamice of?慗抷pe C. 慼ype P arid l\抪e S. hut cant decrease their state test anxiety. 慖 慼e last, researcher regards himself?as instrument, by interviewing I I Ii gb school students, P: c~ ~ ~ III sums up the test anxiety stages during students being tested and the characteristics of main ned iator variables.更多还原