高中生学业自我效能、人格特征及考试焦虑的相关研究
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摘要
本文选取福州市三所普通中学的524名高中生为研究对象,采用问卷调查法,综合考察了高中生被试的学业自我效能特点、考试焦虑特点和人格特征,并进一步探讨了三者的相关关系。根据本次研究结果可以得出如下结论:
1、高中性别不同的学生、是否独生子女的学生、不同年级的学生的学业自我效能均有显著性差异。
2、高中性别不同的学生、是否独生子女的学生的考试焦虑没有显著性差异,而不同年级学生的考试焦虑有显著性差异。
3、高中性别不同的学生在精神质P和掩饰性L上有显著性差异;高中是否独生子女的学生在外向E上有显著性差异;高中不同年级的学生在外向E、神经质N和掩饰性L上均有显著性差异。
4、高中生考试焦虑与学业自我效能、人格特征之间有较强的显著性相关;学业自我效能与考试焦虑之间存在较强的显著性负相关;人格量表中的E外向与考试焦虑之间存在较强的显著性负相关,N神经质与考试焦虑之间存在较强的显著性正相关。
5、高中生的学业自我效能和人格特征对考试焦虑有显著的预测作用。
Taking 524 senior students coming from three common middle schools in fuzhou as subjects, this study by means of questionnaire survey, comprehensively reviewed the feature of the learning self-efficacy, test anxiety and personality, and furtherly analyzed the relations between the three factors. Through this study, we can conclude that:
1. Senior high school students' learning self-efficacy vary greatly according to the gender, the grade and the only child or not.
2.In senior high school, there is no marked difference in test anxiety according to the different gender and the only child or not. But for the grade, the difference is very conspicuous
3. For the senior high school students, there is significant sex difference in the branch scale P and L; There is significant difference in the branch scale E for the only-child or not; And the branch scale E、N and L all have significant grade difference for the senior high school students.
4. As far as senior high school students are concerned, test anxiety, learning self-efficacy and personality are conspicuous correlated; remarkable reverse correlation exists in learning self-efficacy and test anxiety; test anxiety has distinct positive correlation with the branch personality scale N and has distinct negative correlation with the branch personality scale E.
5. Senior high school students' learning self-efficacy and personality can significantly predict their test anxiety.
1、高中性别不同的学生、是否独生子女的学生、不同年级的学生的学业自我效能均有显著性差异。
2、高中性别不同的学生、是否独生子女的学生的考试焦虑没有显著性差异,而不同年级学生的考试焦虑有显著性差异。
3、高中性别不同的学生在精神质P和掩饰性L上有显著性差异;高中是否独生子女的学生在外向E上有显著性差异;高中不同年级的学生在外向E、神经质N和掩饰性L上均有显著性差异。
4、高中生考试焦虑与学业自我效能、人格特征之间有较强的显著性相关;学业自我效能与考试焦虑之间存在较强的显著性负相关;人格量表中的E外向与考试焦虑之间存在较强的显著性负相关,N神经质与考试焦虑之间存在较强的显著性正相关。
5、高中生的学业自我效能和人格特征对考试焦虑有显著的预测作用。
Taking 524 senior students coming from three common middle schools in fuzhou as subjects, this study by means of questionnaire survey, comprehensively reviewed the feature of the learning self-efficacy, test anxiety and personality, and furtherly analyzed the relations between the three factors. Through this study, we can conclude that:
1. Senior high school students' learning self-efficacy vary greatly according to the gender, the grade and the only child or not.
2.In senior high school, there is no marked difference in test anxiety according to the different gender and the only child or not. But for the grade, the difference is very conspicuous
3. For the senior high school students, there is significant sex difference in the branch scale P and L; There is significant difference in the branch scale E for the only-child or not; And the branch scale E、N and L all have significant grade difference for the senior high school students.
4. As far as senior high school students are concerned, test anxiety, learning self-efficacy and personality are conspicuous correlated; remarkable reverse correlation exists in learning self-efficacy and test anxiety; test anxiety has distinct positive correlation with the branch personality scale N and has distinct negative correlation with the branch personality scale E.
5. Senior high school students' learning self-efficacy and personality can significantly predict their test anxiety.
引文
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[2]吴明隆主编.SPSS统计应用实务.北京:科学出版社,2003:1-253
[3]陈琦、刘儒德.当代教育心理学.北京:北京师范大学出版社,1997:18
[4]张厚粲、徐建平编著.现代心理与教育统计学.北京:北京师范大学出版社,2003:118-169
[5]戴斌荣、任亮.高中生焦虑心态的调查研究.河北师范大学学报(教育科学版).2003.5(1):105-108
[6]唐秀英.如何防止和克服考试焦虑.中国校医,2003.(17):557
[7]王金凤.学生考试焦虑总体状况分析.教育科学研究.2001(5):86-87
[8]朱瑛、李红卫.考试焦虑症及其预防.开封教育学院学报,2001(3):70-73
[9]陈卫红、郭晓春.251名中学生团体辅导前后考试焦虑的分析.中国行为医学科学,2004.13(5):585-586
[10]孟宪鹏、刘金同.考试焦虑的评估工具及其应用.山东精神医学.2004,17(1):57-61
[11]葛明贵、鲍奇.考试焦虑与智力水平、人格类型的关系.中国心理卫生杂志.1995.9(3):105-106
[12]田宝、郭德俊.考试自我效能感是考试焦虑影响考试成绩的中介变量.心理科学,2004,27(2):340-343.
[13]连旭.中学生考试自我效能、考试焦虑与考试成绩的相关研究.硕士学位论文.2000:14-18
[14]邵瑞珍主编.教育心理学.上海教育出版社,1997:286-308
[15]刘广珠.沙拉松考试焦虑量表试用报告.健康心理学杂志,2000,8(4):458-460
[16]孟宪鹏、刘金同.学生考试焦虑的相关因素研究综述.青少年研究.2005(1):17-19
[17]王晓霞、刘丽.学生考试焦虑研究综述,教育理论与实践.2006,26(5):29-31
[18]肖玮、肖琼.中学生考试焦虑相关认知评价特征.中国心理卫生杂志.2005,19(4):251-253
[19]董耘.艾森克人格问卷的适用性研究.宁夏大学学报(人文社会科学版),2006,28(3):123-124
[20]汪小琴.中学生考试焦虑心理成因分析及其辅导策略.江西教育学院学报(社会科学,2001(5):56-57
[21]刘嫦娥.中学生考试焦虑心理分析及其调适.湖南师范大学社会科学学报.2001,5:135-136.
[22]丁锦红等.大学生焦虑情况初步研究.中国心理卫生杂志,1995,9(4):153
[23]彭明芳.考试焦虑的理性思考.重庆交通学院学报(社科版),2002(3):80-83
[24]薛亚萍.初中生考试焦虑状况与原因的调查.中国健康教育,2002,18(11):729-731.
[25]黄高贵、吴燕、张丽琼.高考学生考试焦虑性别差异的探讨.健康心理学杂志.2003,11(2):98
[26]杨骏、赵葱俐、郑晓华.中学生考试焦虑问题.中国心理卫生杂志,1996.10(5):220
[27]胡桂英、许百华.初中生学习归因、学习自我效能感、学习策略和学业成就关系的研究心理科学,2002,25(6):757-758
[28]钱铭怡、武国城、朱荣春、张莘.艾森克人格问卷简式量表中国版(EPQ-RSC)的修订.心理学报,2000,32(3):317-323
[29]张厚粲、孟庆茂、冯伯麟.心理与教育统计学.北京师范大学出版社,1993
[30]黄希庭.人格心理学.杭州:浙江人民出版社,2002.
[31]刘翔平.战胜考试焦虑:考生必备的心理素质.北京:北京出版社,2001
[32]王东宇.小学“留守孩”个性特征及教育对策初探.健康心理学杂志.2002,10(5):354-355.
[33]张野、杨丽珠.小学生人格类型及发展特点研究.心理科学.2007,30(1):205-208
[34]张兴贵、郑雪.人格心理学研究的新进展与问题.心理科学,2002,25(6):744-745.
[35]韩磊、王鹏、高峰强.青少年人格特征与考试焦虑的相关研究.山东省青年管理干部学院学报,2006(3):27-30
[36]聂衍刚、郑雪.中学生人格特点和发展现状的研究.心理科学,2004.27(4):1019-1022
[37]荣荣、柯贤福、刘玲等.大学生人格、行为类型与考试焦虑的调查研究.淮南工业学院学报,2002(4)
[38]张祖明.师范生人格特征与考试焦虑的相关研究.信阳师范学院学报(哲学社会科学版),2000(1)
[39]郑和钧、邓京华.高中生心理学.杭州:浙江教育出版社,1993:140-146.
[40]宋维真、张瑶.我国大学生考场焦虑与个性特质的关系.中国心理卫生杂志,1987,1(4):165-168
[41]王才康、刘勇.一般自我效能感与特质焦虑、状态焦虑和考试焦虑的相关研究.中国临床心理学杂志,2000,8(4):229-230
[42]王才康.考试焦虑自我检查表在中学生中的应用及其因素分析.中国临床心理学杂志,1995.3(1):35-37
[43]王才康.考试焦虑量表在大学生中的测试报告.中国心理卫生杂志,2001,15(2):96-98
[44]王振宏.初中学生学业自我效能与学业成就关系研究.心理发展与教育,1999(1):40-41
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