• Title, Summary, Keyword: 시험불안

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A STUDY ON THE STRUCTURAL RELATIONSHIP AMONG TEST ANXIETY, PSYCHOPATHOLOGY, TEMPERAMENT & FAMILY ENVIRONMENT (시험불안과 정신병리, 기질 그리고 가정환경 간의 구조적 관계에 관한 연구 - 시험불안-우울-불안-자기개념-가정환경간의 인과적 관계분석 -)

  • Cho, Soo-Churl;Yoo, Tae-Ik;Shin, Min-Sup
    • Journal of the Korean Academy of Child and Adolescent Psychiatry
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    • v.10 no.1
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    • pp.50-63
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    • 1999
  • Introduction:Test anxiety is a pervasive problem among high school students in Korea. While anxiety in test situations may actually facilitate the performance of some students, more often it is disruptive and leads to performance decrements. Over the past years, many child psychiatrists have become concerned with understanding the nature of test anxiety, but it is not clearly understood yet. In order to understand the nature of test anxiety, the relationship between test anxiety and depression, state anxiety, trait anxiety, temperament and family environment were examined. Methods:The Test Anxiety Inventory, Chidlren's Depression Inventory, State-Trait Anxiety Inventory, Temperamnet and Family Environment Scale Scale were administered to 576 high school students in Seoul. The relationships between test anxiety and other measures were tested using Pearson correlation coefficients and to test the causal relationship among the variables, regression analysis was performed. Results:The correlation coefficients between test anxiety and depression, state anxiety, trait anxiety, temperament and family environment scale were 0.42(p<0.01), 0.34(p<0.05), 0.38(p<0.05), 0.36(p<0.05) and -0.23(p<0.01), respectively. Regression analysis showed that only state and trait anxiety had direct causal relationship with test anxiety. Depression, temperament and family environment were indirecly related with test anxiety. Conclusions:This study indicates that the level of state and trait anxiety are directly related with test anxiety, and other variables such as temperament, family environment and depression are indirectly related with test anxiety. Thus, in order to develop the effective methods for treatment, these psychopathological characteristics should be kept in mind and the most important factors are the levels of state and trait anxiety.

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TEST ANXIETY AND ACADEMIC PERFORMANCE (시험불안과 학업성취와의 관계 - 국민학생과 중학생을 중심으로 하여 -)

  • Song, Sook-Hee;Kim, Jae-Eun;Jung, Hyun-Jee
    • Journal of the Korean Academy of Child and Adolescent Psychiatry
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    • v.2 no.1
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    • pp.11-23
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    • 1991
  • The main purpose of this study was to investigated the relationship between test anxiety and academic performance, additionally to examine the sexual and developmental differences in test anxiety. Test anxiety was assessed by the TAI-K(Kim Moonjoo, 1990) and was done to 388 3rd, 4th, 5th, 6th, grades and 104 9th grades. The level of TAI-K scores devided into a threeway split or five-way split. In the case of elementary school, four main cognitive subject-areas makes(the mean sum of semester) were used as academic performance indicator and with secondary school, all twelve subject-areas were included. The data were processed by correlational analysis and one-way ANOVA. The Results of this study are as follws : 1) Test anxiety correlated negatively and significantly with academic performance. While in the case of elementary school, in four cognitive subject-areas(Korean, Mathmatics, Society and Physics), two variables showed negative relationship, it was shown negatively in six subject-areas among twelve by secondary students. 2) In the area of sexual differences in test anxiety, female showed significantly higher level than male in elementary school however, there were no significant differences in secondary school. 3) In the area of developmental differences in test anxiety, in the case of elementary school. there were no significant differences between four grades.

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The Effects of Song Psychotherapy in Decreasing Adolescent Test Anxiety (노래심리치료를 통한 청소년의 시험불안 감소에 관한 연구)

  • Rim, Jee Hye
    • Journal of Music and Human Behavior
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    • v.6 no.1
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    • pp.81-109
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    • 2009
  • The purpose of this study was to determine the effectiveness the Song Psychotherapy Program in decreasing test anxiety in adolescent students. For this study, twelve sessions were conducted in five stages for four 14-year-old middle school students at D Middle School on Daejeon. To measure the effects of the Song Psychotherapy Program, the researcher compared the results of Test Anxiety Inventory of Korea (TAI-K) before and after the program. The researcher also analyzed the contents of the participants' verbal responses and answers to repeated questionnaires to find out what participants experienced in Song Psychotherapy. The results of this study were as follows. First, a comparison of test anxiety scores prior to and following the program showed an average decrease from 91.75 to 60.5. Second, the subjects reported a positive musical experience in the program. The results of the research as described above show that the Song Psychotherapy Programis effective in decreasing test anxiety levels and general examination stress in adolescent students.

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RELATIONSHIP BETWEEN TEST-ANXIETY, DEPRESSION, TRAIT ANXIETY AND STATE ANXIETY (시험불안과 우울, 특성불안 및 상태불안과의 상호관계에 관한 연구)

  • Jung, Yeoung;Hong, Kang-E;Shin, Min-Sup;Seong, Yeong-Hoon;Cho, Soo-Churl
    • Journal of the Korean Academy of Child and Adolescent Psychiatry
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    • v.12 no.2
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    • pp.225-236
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    • 2001
  • Introduction:Test anxiety is a pervasive problem among high school students in Korea. While anxiety in test situations may actually facilitate the performance of some students, more often it is disruptive and leads to performance decrements. Over the past years, many child psychiatrists have become concerned with understanding the nature of test anxiety, but it is not clearly understood yet. In order to understand the nature of test anxiety, the relationship between test anxiety and depression, state anxiety, trait anxiety was examined. In addition, the relationships between the subscores of test anxiety (worry and emotionality) and the subscores of CDI, state anxiety or trait anxiety were examined. Methods:The Test Anxiety Inventory, Chidlren's Depression Inventory, State-Trait Anxiety Inventory were administered to 425 high school students in Seoul. The relationships between test anxiety and other measures were tested using Pearson correlation coefficients and to test the causal ralationship among the variables, regression analysis was performed. Results:The correlation coefficients between test anxiety and depression, state anxiety, trait anxiety were 0.56(p<0.05), 0.75(p<0.05), 0.53(p<0.05) respectively. The correlation coefficients between subscales of test anxiety and depression were all significant. The correlation between subscales of test anxiety and state and trait anxiety were also statistically significant. Conclusions:This study indicates that test anxiety is closely related with depression, state and trait anxiety. In addition, the subscales of test anxiety are significantly related with those of the depression. The correlation coefficients between test anxiety and state-trait anxiety are also statistically significant. Thus, in order to develop the preventive and effective methods for treatment, these psychopathological characteristics should be kept in mind.

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Influence of Fear of Evaluation, Test Anxiety, and Social Anxiety among Nursing Students (간호대학생의 평가두려움과 시험불안이 사회불안에 미치는 영향)

  • Cho, Ok-Hee;Hwang, Kyung-Hye;Lim, Jong-mi
    • The Journal of the Korea Contents Association
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    • v.17 no.7
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    • pp.56-66
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    • 2017
  • This study is a descriptive research study conducted to investigate the influence of fear of evaluation and test anxiety on social anxiety among nursing students. The subjects were 383 nursing students in a university and surveyed the structured questionnaires for evaluation fear, test anxiety and social anxiety from June to July 2015. As a result, it was found that fear of positive evaluation, fear of negative evaluation and test anxiety were found to affect social anxiety, and these variables predicted social anxiety of nursing students by 30%. The social anxiety of nursing students verified differences according to the economic condition, satisfaction of major in nursing, and academic stress, and that there was a positive correlation between fear of positive evaluation (r=.45, p<.001), fear of negative evaluation (r=.29, p<.001) and test anxiety (r=.29, p<.001). This study is significant in that fear of evaluation and test anxiety of nursing students are verified to be factors affecting social anxiety. We suggest that a social anxiety intervention program be developed and applied for nursing students. Also, it is necessary secure a strategy to apply the intervention program by screening social anxiety of nursing students in advance.

THE PARENT INFLUENCE ON STUDENT'S TEST ANXIETY (부모의 양육태도가 자녀의 시험불안에 미치는 영향)

  • Kim, Moon-Joo;Lee, Hye-Sung
    • Journal of the Korean Academy of Child and Adolescent Psychiatry
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    • v.2 no.1
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    • pp.24-31
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    • 1991
  • It has long been accepted that test anxiety is developed by parent-child relationship. The purpose of this study was to investigate the parent influence on student's test anxiety. The Korean Form of Test Anxiety Inventory(TAI-K) and the Parent Attitude Scale were used. 481 primary school-and 500 high school students were participated in the study. The results were as follows ; 1) The parental factor identified as 'rejecting' was positively correlated with students' test anxiety, while the parental factor identified as 'rearing as self-controlled being' was negatively correlated. 2) The students who identified their parents as 'being achievement-oriented' reported significantly higher test anxiety than those who identified their parents as 'accepting'. Many studies also report that high test anxiety interferes with student's performance. Therefore, parents should accept and understand their children in order to alleviate test.

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Relationship between test anxiety and self-esteem in partial health related department convergence College students (일부 보건계열 대학생을 융합적으로 한 시험불안과 자아존중감의 관계)

  • Yoon, Sung-Uk;Kwon, Youn-Suk
    • Journal of the Korea Convergence Society
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    • v.6 no.5
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    • pp.91-98
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    • 2015
  • Recent domestic university has emerged need to convergence education. Health related department College students must deal with a lot of exams. The test anxiety can cause physiological and psychological problems. To solve this problem, it is necessary examine the relationship between test anxiety and self-esteem. This study Health related department College students conducted questionnaire survey of 301 students. In general the overall average is 2.98 according to the characteristics of self-esteem and gender, boys, if older, the older the more self-esteem was higher. Test anxiety of the general characteristics showed little higher this year. Test anxiety is higher self-esteem was low. The effect o the general characteristics and test anxiety self-esteem, in the case of boys, seniors, if I choose this self-esteem was higher, the higher the anxiety test were analyzed by low self-esteem. Therefore, need to a systematic curriculum approach and academic environment.

A Comparison of Study Habits and Test Anxiety Between Gifted and Non-gifted in Middle-School Children: Mathematically and Scientifically Gifted at Cyber Education Center and Non-gifted As Subjects (중학교 영재학생과 일반 학생의 학습습관 및 시험불안 비교: 사이버교육센터의 수.과학영재와 일반학생을 대상으로)

  • Moon, Jeong-Hwa;Kim, Sun-Hee
    • Journal of Gifted/Talented Education
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    • v.20 no.3
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    • pp.831-846
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    • 2010
  • The Purposes of this study were to compare the level of study habits and test anxiety between gifted middle-school students and non-gifted and to find out the correlation between study habits and test anxiety in two groups. The total participants of this study were 437 middle school students. One hundred eighty three students (127 boys, 56 girls) belonged to gifted group who were enrolled in Cyber Education Center for Math & Science Gifted Students of KAIST in Daejeon. And two hundred fifty four (128 boys, 126 girls) were non-gifted group who were from the middle school in Seoul City and Gyeonggi province. The results revealed that the level of study habits of gifted middle school students was higher than that of non-gifted. And gifted group felt lower level of test anxiety than non-gifted group. Additionally gifted boys showed significantly higher level of study skills application behavior than gifted girls.

Convergent Influence of Job Seeking Stress, Self Efficacy and Academic Burnout on TOEIC Test Anxiety at TOEIC study among Health College Students (보건계열 대학생의 TOEIC 학습에서 취업스트레스, 자기효능감 및 학업소진이 TOEIC 시험불안에 미치는 융복합적인 영향)

  • Hong, Soo-Mi;Bae, Sang-Yun
    • Journal of Digital Convergence
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    • v.16 no.7
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    • pp.289-298
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    • 2018
  • This study investigates convergent influence on test anxiety and its association with job seeking stress, academic burnout, self efficacy among health college students in TOEIC class. Data collection was carried out using a self-administered questionnaire from April 3 to April 14, 2017 and the target was randomly selected 291 Health College Students in TOEIC class from 1 college located in J city. Test anxiety was positively correlated with job seeking stress and academic burnout, and it was negatively correlated with self efficacy. With the analysis of covariance structure, we could confirm relationship among job seeking stress, academic burnout, self efficacy and test anxiety. Job seeking stress was more influential on test anxiety than academic burnout and self efficacy. The results of the study indicate that the efforts, to manage these factors, are required to decrease the test anxiety of health college students in TOEIC class. The results are expected to be useful for the development of TOEIC learning curriculum decrease the test anxiety of TOEIC study among health college students in TOEIC class. In the following study, the survey about additional factors of influence on test anxiety will be needed.

The Moderated Effects of Mathematics Test-preparation Strategies in the Relation between Elementary School Students' Epistemological Beliefs about Mathematics and Test Anxiety (초등학생의 수학 인식론적 신념과 시험불안의 관계에서 수학 시험준비전략의 조절효과 분석)

  • Yoo, Hyunseok;Yum, Sichang
    • Journal of Elementary Mathematics Education in Korea
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    • v.23 no.4
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    • pp.365-382
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    • 2019
  • This study aimed to analyze the moderated effects of mathematics test-preparation strategies in the relation between elementary school students' epistemological beliefs about mathematics and test anxiety. The moderated effects were tested by using structural equation modeling with the Ping's two-step approach. The subjects were 810 6th graders (411 male, 399 female) from 13 elementary schools situated in G Metropolitan City. Tests for epistemological beliefs about mathematics, test anxiety, and mathematics test-preparation strategies were used as measurement scales. The results of this study were as follows. The moderated effects of mathematics test-preparation strategies in the relation between epistemological beliefs about mathematics and test anxiety were statistically significant. Higher level of epistemological belief about mathematics were linked to lower level of test anxiety, while lower level of epistemological belief about mathematics led to an increased influence of test-preparation strategies levels on test anxiety. Students who had higher levels of epistemological belief about mathematics displayed lower level of test anxiety when using high levels of test-preparation strategies. Students who scored lower in the epistemological belief about mathematics had lower level of test anxiety when employing low levels of test-preparation strategies. Therefore, to lower the level of test anxiety among elementary students, the intervention program need to consider the appropriate levels of test-preparation strategies in accordance with each student's level of epistemological belief about mathematics.

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