The Initial Revision Of The "Intra-School Anxiety Scale For High School Students" And The Applied Research

In this research, the students from several high schools in Yantai and Qingdao, Shandong Province subjected and《Intra-School Anxiety Scale for High School Students》complied by Japanese Professor Araki preliminarily revised, it explored the differences of several background variables in high school anxiety on campus. Besides, it studied the anxiety in high school, self-esteem, and coping styles as well. This research drew the conclusion through relative analysis and exploration.1.On《Intra-School Anxiety Scale for High School Students》The revised questionnaire included five factors: test anxiety, teacher-student relationship anxiety, lack of self-confidence, evaluation anxiety, and alienation and loneliness, twenty-six items in total, whose reliability is 0.905, half reliability 0.725, measurement reliability 0.912, structural validity for 0.582. It was graded by four score level, higher score, and higher anxiety level.2. On the current anxiety and difference study of high school studentsa. On the whole, the anxiety level in high school was good, but there were still some students whose anxiety level was higher. Among all dimensions within high school anxiety, lack of self-confidence and evaluation anxiety was more obvious.b. High school anxiety on campus varied remarkably in different school types. From the overall anxiety level and test anxiety, key high schools' was higher than non-key high schools', then vocational schools'. As for the anxiety of teacher-student relationship, evaluation anxiety, and alienation and loneliness, non-key high schools' was higher than vocational high schools', then key high schools'. On lack of confidence, non-key high schools' was lower than key high schools', which was lower than vocational schools'.c. Lack of self-confidence and test anxiety dimensions varied in different grades, mainly in Grade One and Grade Three. The difference result showed Grade One's was lower than Grade Two's, which was lower than Grade Three's. d. Relevant evaluation dimensions varied in gender, girls' scores higher than boys'. On alienation and loneliness and lack of self-confidence, boys' scores higher than girls', as for the rest, girls' higher than boys', but which didn't result in significant difference.e. The overall high school anxiety on campus, teacher-student relationship anxiety, relevant evaluation anxiety, and alienation and loneliness dimensions had difference of significance on whether only child or not, and the only child's level higher.f. There wasn't any marked difference in the overall high school anxiety and different dimensions in places students come from, liberal arts and the sciences (including not branched), etc.3.High school anxiety on campus and self-esteem and coping stylesa. High school students' anxiety on campus and self-esteem correlated significantly negatively with active response, and positively with passive coping. Self-esteem and active coping positively correlated, negatively with passive coping, whose coefficient was significantb. Self-esteem and passive coping styles were the essential factors which placed influence on high school students' test anxiety.c. Self-esteem was the intermediary variable of coping styles which affected high school students' anxiety on campus.