• Title, Summary, Keyword: Test Anxiety

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The Effect of Test Anxiety,Intelligence, and Item Arrangement Order on Test Performance in Earth Science (시험불안(試驗不安) 지능(知能) 및 문항배렬(問項配列) 방식(方式)이 지구과학(地球科學) 의험수행(議驗遂行)에 미치는 효과(效果))

  • Kim, Sang-Dal;Yi, Hyang-Sun;Hwang, In-Ho
    • Journal of The Korean Association For Science Education
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    • v.11 no.2
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    • pp.161-178
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    • 1991
  • This study was designed to investigate the effect of test anxiety, intelligence, and item arrangement order on test performance in Earth Science. The main purposes in this study were to investigate (1) (2) (3) (4) on test performance.: (1) the effect of test anxiety components on test performance in Earth Science. (2) the effect of item arrangement order on test performance in Earth Science. (3) the effect of test anxiety This study was designed to investigate the effect of test anxiety, intelligence, and item arrangement order on test performance in Earth Science. The main purposes in this study were to investigate (1) (2) (3) (4) on test performance.: (1) the effect of test anxiety components on test performance in Earth Science. (2) the effect of item arrangement order on test performance in Earth Science. (3) the effect of test anxiety components on test performance in Earth Science according to learner's intelligence levels. (4) test effect of item arrangement order on learner's intelligence. The hypothesis was that there is difference among test achievements scores according to (1) test anxiety-worry levels. (2) item arrangement orders. (3) item arrangement orders on test anxiety-worry levels. (4) test anxiety-worry levels on intelligence levels. (5) test anxiety-emotionality levels. (6) item arrangement orders on test anxiety-emotionality levels. (7) test anxiety-emotionality levels on intelligence levels. (8) item arrangement orders on intelligence levels. The test items selected for this study were derived from the text Science (part 1) first grade of high school. The subjects of this study were 164 of high school first grade boy students in Pusan. They were assigned to one of the three groups, according to test anxiety levels.: (1) upper 25% of total subjects designated to high group (2) middle 50% (3) low group, lower 25% of total subjects And according to LQ. (1) upper 25% of total subjects designated to high group. (2) middle 50%. (3) low group, lower 25% of total subjects Analysis of variance was used in this study for hypothesis examination. The dependent variable was the achievement scores of Earth Science test and independent variables were test anxiety(worry, emotionality) level, LQ. level, item arrangement orders. The principal findings of the present study are as follows: (1)Test achievement score trend decreases as the test anxiety (worry, emotionality) increases although the result is not statistically significant. (2)There is no significant difference among test achievement scores according to item arrangement orders. (3)The higher the LQ. is, the more effective test anxiety. And the LQ. has significant interaction effect with test anxiety. (4)There is significant interaction effect between the LQ. levels and itemqr arrangement orders.

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The Effects of Perfectionism and Cognitive-Emotion Regulation Strategies on Test Anxiety (완벽주의와 인지적 정서조절 전략이 시험불안에 미치는 영향)

  • Jung, A-Hyun;Kang, Min Ju
    • Korean Journal of Child Studies
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    • v.35 no.1
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    • pp.61-76
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    • 2014
  • This study examined the effects of perfectionism and cognitive-emotion regulation strategies on the test anxiety. The participants in this study were 423(227 boys, 196 girls) 6th graders recruited from four elementary schools in Seoul, Korea. The participants completed the Test Anxiety Inventory-Korea(Kim, 1991), the Child and Adolescent Perfectionism Scale(CAPS; Flett at al, 2000), and the Cognitive-Emotion Regulation Questionnaire(CERQ; Garnefski, 2001). The results of this study were as follows. First, self-oriented perfectionism and socially prescribed perfectionism were both positively associated with test anxiety. Additionally, the children who used more adaptive cognitive-emotion regulation strategies reported lower test anxiety, whereas the children who used more maladaptive cognitive-emotion regulation strategies reported higher test anxiety. Secondly, there was an interactional effect between self-oriented perfectionism and maladaptive cognitive-emotion regulation strategies on test anxiety. Lastly, socially prescribed perfectionism and cognitive-emotion regulation strategies had a significant effect on children's test anxiety. However, there were no interactional effects observed between socially prescribed perfectionism and cognitive-emotion regulation strategies on test anxiety.

The Relation between Test Anxiety and Mental Health in Adolescents (청소년의 시험불안과 정신건강과의 관계)

  • No, Ji-Yeong
    • Journal of Korean Academy of Community Health Nursing
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    • v.16 no.4
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    • pp.458-466
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    • 2005
  • Purpose: The purpose of this study was to determine the relation between test anxiety and mental health in adolescents. Method: The subjects were 450 students of two academic high schools in J City, who were selected through convenient sampling. Data were collected through a survey using a structured questionnaire from September 1st to 15th 2005. Collected data were analyzed using SPSS 10.0 for Windows through descriptive analysis, Pearson's Correlation Coefficient, t-test, ANOVA, Scheffe's test and stepwise multiple regression. Result: The mean score of test anxiety was 2.40 (range:1.13-3.81) and that of mental health was 2.77 (range:0.64-5.03). A significant negative correlation was observed between test anxiety and mental health (r=-0.28, p=.000). Test anxiety was significantly different according to adolescents' general characters such as gender (t=-1.98, p=.048), grade (F=3.54, p=.030), school life satisfaction (F=10.73, p=.000) and relationship with the teacher (F=11.60, p=.000). Mental health was significantly different according to adolescents' general characters such as religion (t=2.14, p=.032) and school life satisfaction (F=4.13, p=.017). The most powerful predictor of mental health was test anxiety and it, combined with religion, accounted for 9.0% of variance in mental health in adolescents. Conclusion: Test anxiety and mental health was found to be in a significant negative correlation with each other in adolescents. Therefore, nursing intervention programs for adolescents needs to reduce their test anxiety to improve their mental health.

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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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Effect of attribution disposition and self-efficacy on test anxiety in selected dental hygiene students (일부 치위생과 학생의 귀인성향, 자기효능감이 시험불안에 미치는 영향)

  • Lim, Soon-Ryun;Cho, Young-Sik;Bae, Hyun-Sook
    • Journal of Korean society of Dental Hygiene
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    • v.11 no.3
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    • pp.313-323
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    • 2011
  • Objectives : The purpose of this study was to examine effect of attribution disposition and self-efficacy on test anxiety in selected college students who major in dental hygiene. This study provides basic data to develop a program for dental hygiene students to reduce test anxiety. Methods : 328 students from A college in Kyungnam, B college in Chunnam and C university in Chungnam who majored in dental hygiene were asked to answer the self-efficacy scale, attribution disposition and test anxiety scale in November and December. 2008. Total of 311 copies were analyzed. Using SPSS 15.0, correlation analysis was conducted and structural model was verified using AMOS 7.0. Evaluation of mediated effect of attribution disposition in suggested structural model was assessed using Sobel verification. Results : 1. Looking at the correlation among self-efficacy, attribution disposition and test anxiety. Self-efficacy had negative relation with external attribution disposition and test anxiety. External attribution disposition had positive relation with test anxiety. 2. Path coefficient from self-efficacy to internal attribution disposition was significant positively and path coefficient from self-efficacy to external attribution disposition was significant negatively. However, the path coefficient from self-efficacy to test anxiety was insignificant. 3. Path coefficient from external attribution disposition to self-efficacy was positively significant. However, the path coefficient from internal attribution disposition to self-efficacy was not significant statistically. 4. In structural model among attribution disposition, test anxiety and self-efficacy, indirect effect of external attribution dispositions was significant statistically. The students with higher self-efficacy showed lower external attribution disposition, the students with lower external attribution disposition showed lower test anxiety. Conclusions : To reduce test anxiety, educators should find a strategy that can improve students' self-efficacy and change their attribution disposition.

CONCEPT AND THEORY OF TEST ANXIETY (시험불안(試驗不安)의 개념(槪念)과 이론(理論))

  • Cho, Soo-Churl
    • Journal of the Korean Academy of Child and Adolescent Psychiatry
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    • v.2 no.1
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    • pp.3-10
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    • 1991
  • Test situations are relatively specific and are experienced by everyone. The major purposes of this overview are to review the current concepts and theories of test anxiety and based on this review to suggest future directions in test anxiety theory and research. Test anxiety can be explained in terms of drive-oriented approach. trait-state anxiety theory, cognitive theory, cognitive and emotional approach, and psychodynamic theory. Usually, high test-anxious students keep the following characteristics : 1) The test situation is seen as difficult, challenging and threatening. 2) The individual sees himself as ineffective, and inadequate in handling the task at hand. 3) The individual focuses on undesirable consequences of personal inadequacy. 4) Self-deprecatory preoccupations are strong and interfere or compete with task-relevant cognitive activity. 5) The individual expects and anticipates failure and loss of regard by others. Future directions in test anxiety research should be focused to elucidate the nature and construct of test anxiety and the etiological factors of test anxiety by conducting research on the relationship between parental or social attitude and test anxiety. The effects of test anxiety on memory, attention, and cue utilization should be performed to elucidate the relationship between test anxiety and performance.

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The Interaction Effects on Test Anxiety of Elementary School Students by Academic Self-Efficacy and Test Anxiety Coping Styles (초등학생의 시험불안에 대한 학업적 자기효능감과 시험불안 대처방식의 상호작용효과)

  • Yang, Yeon-Suk;Kwon, Jung-Im
    • Journal of the Korean Home Economics Association
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    • v.50 no.1
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    • pp.79-88
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    • 2012
  • The purpose of this study was to examine the interaction effects of children's academic self-efficacy and to test their anxiety coping style in terms of their test anxiety. We conducted a questionnaire survey with 193 sixth-graders in an elementary school. The results of this study are summarized as follows. First, the children were more worried about emotionality to test anxiety, and used problem-focused coping significantly more frequently than emotion-focused coping. In addition, female children demonstrated more emotionality and worry about test anxiety and used emotion-focused coping for test anxiety more frequently. Second, emotionality was higher when emotion-focused coping was used. In the case where the level of problem-focused coping was high, emotionality was higher when academic self-efficacy was high. Children's worry was lower when the level of problem-focused coping was high and when the level of emotion-focused coping was low. In female children, however, worry increased when the level of problem-focused coping was low and the level of emotion-focused coping was high.

Effects of Brain Respiration Program on Test Anxiety and Depression in Nursing Students (뇌 호흡 프로그램이 간호대학생의 시험불안 및 우울에 미치는 영향)

  • Kim, Young-Sun;Kim, Young-Hee
    • Journal of Korean Public Health Nursing
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    • v.23 no.2
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    • pp.251-261
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    • 2009
  • Purpose: The study determined the effects of a brain respiration program on reducing the test anxiety and depression of nursing students. Method: This study used a nonequivalent control group pretest-posttest design. Subjects (n=126) were divided into an experimental group (n=64) that received the brain respiration program two times a week for 8 weeks, and control group (n=62), Data was analyzed using paired t-test and, Pearson correlation coefficient. Results: There was no significant group difference in decreased test anxiety between the two groups (t=1.726. p=.087), but the experimental group displayed a significant decrease in depression (t=2.882, p=.005). Test anxiety and depression was significantly difference by the group (F=5.449, p=021; F=21.008, p=<.001). Significant positive correlations were revealed between worry, and emotional and cognitive factors in test anxiety. Conclusions: Use of a brain respiration program can reduce test anxiety and depression in nursing students.

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A Study on Relationship Between Fear During Pregnancy and Person and Environmental Variables in Pregnant Women (임부의 공포와 개인 및 환경변인의 상오관계에 관한 연구)

  • 정송자
    • Journal of Korean Academy of Nursing
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    • v.4 no.2
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    • pp.131-143
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    • 1974
  • Antenatal care is zoomed toward3 assisting the Individual to achieve safe and wholesome state of health during pregnancy. Nature of fear is assumed to be rooted to complex interaction between past experiences, human relationship and present state of health, however. specific relationship between fear and the variables have not yet been ascertained. This study is designed to investigate the nature of fear of pregnancy, and the correlation between fear and the personal and environmental variables such as personal characteristics past experiences. and psycho-social factors. During the period from October 23 to November 5, 215 pregnant and 104 non-pregnant women of similar chronological are group residing in Seoul were interviewed according to check-list by random General anxiety test, general personality test and test for fear of pregnancy, family according to specific variables such as past experiences of Pregnancy and childbirth, structure of family, family relationship and month of pregnancy was done to the group of pregnant women. To non-pregnant group, general anxiety test was performed to compare with pregnant group. Results of the study are as follows; 1. Hypothesis 1; Degree of general anxiety will be higher e pregnant women compared to that of non-pregnant women. There is no significant difference between the general anxiety of pregnant women and that of non-pregnant women. Therefore, hypothesis I is rejected. 2. Hypothesis 2: Fear of pregnancy and general anxiety will be correlated with personality factors. Through test for fear of pregnancy and general anxiety, a meager contra-correlation between fear and only two personal factors (R and E factor) is revealed but there is no significant correlation between fear and other personal factors (A.S. and T factor). Degree of fear of pregnancy tends to b: higher in the group with low personality factors; responsibility and emotional stability expect the correlation between ascendancy, sociability, and confidence-inferiority. non-significant. Through general anxiety test, level of general anxiety tends to be higher in the group. with low personality factors; responsibility. emotional stability, and confidence except ascendency and sociability, non-significant. Hypothesis 2 is partially supported. 3. Hypothesis 3; General anxiety and fear of pregnancy will be correlated with the past experience-ol pregnancy, and child-birth experience. Though general anxiety test and test for fear of pregnancy, non-significant difference is revealed by P〉.05 level Hypothesis 3 is rejected. 4. Hypothesis 4: General anxiety and fear of pregnancy will be correlated with the month at pregnancy will be correlated with the month of pregnancy. Through tests of general anxiety and fear, significant correlation is revealed degree of fear by-P〈.05 level (CR=1.98) and level of general anxiety by P〈.005 level (CR=3. 11) is higher in the earlier stage of pregnancy. Hypothesis 4 is supported. 5. Hypothesis 5, 6, 7; General anxiety and fear of pregnancy will be correlated with socio-economic status, family structure, and family relationship. Through general anxiety test and tear of pregnancy test, non-significant is revealed by P〉.05 level. Hypothesis 3.6.7 are rejected. Conclusion and recommendation Level of general: anxiety and degree of fear of pregnancy is shown not to be correlated with variables of past experiencers of pregnancy and child-birth. and family factors except the month of - pregnancy. Personal characteristics are shown to be partially contra-correlated meagerly with genera anxiety and fear of pregnancy. This study revealed contrasted results, in regard to presence of correlation between general anxiety and fear of pregnancy to other thesis. In this context. further studies under controlled environment is recommended.

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A Study on the Coping Behavior of Mathematics Anxiety Depending on the Grade, Sex, Mathematics Achievement, and Mathematics Anxiety in Elementary School Students (학년, 성별, 수학성취도, 그리고 수학불안 정도에 따른 초등학생의 수학불안 대처행동)

  • Lee, Sae-Na
    • Korean Journal of Human Ecology
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    • v.19 no.1
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    • pp.27-38
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    • 2010
  • The purposes of this study were to find out coping behavior to mathematics anxiety depending on grade, sex, mathematics achievement, and mathematics anxiety in elementary school students and to find out the variables influencing coping behavior to mathematics anxiety. 991 students (grade: 4, 5, 6) completed questionnaires about mathematics anxiety and coping behavior to mathematics anxiety. Their home room teachers completed scores of the mathematics achievement test of their students. Data were analyzed by F-test, t-test, correlation and step wise multiple regression. The results of this study were as follows. First, there were statistically significant differences in coping behavior to mathematics depending on grade, mathematics achievement and level of mathematics anxiety except for sex. Second, the level of mathematics anxiety was the most important factor in coping behavior to mathematics.