High School Exam Anxiety Affect Test Scores Of The Pattern And Countermeasure Research

[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.