A Study On Relationship Among Senior Students' Test Anxiety And Time Management Disposition And Self-efficacy

Test anxiety is common in secondary schools. So there are many researches on test anxiety involving students in school at all stages. Test anxiety will bring a lot of negative effects to students. Students in high school due to the pressure of college entrance examination, test anxiety is particularly prominent. Studies have shown that: test anxiety and time management disposition tend to have a significant negative correlation. Test anxiety and students self-efficacy also exists a negative correlation. Time management and academic self-efficacy tend to belong to the individual cognitive factors. They are both with test anxiety. Therefore the researchers would like to specifically look into what exists among the three relationships.The researchers used a questionnaire survey method. We collected 320 high school students, using statistical difference in testing, correlation analysis and regression analysis method, specifically discussed the relationship among the three. The results are as follows:(1) There is a significant correlation among time management disposition, academic self-efficacy and test anxiety. Specifically expressed in, time management disposition and its various dimensions has a significant negative correlation with test anxiety; academic self-efficacy and its various dimensions has a significant negative correlation with test anxiety; time management orientation and its dimensions has a significant positive correlation with academic self– efficacy.(2) Time management disposition of the various dimensions predicted a significant role to test anxiety. The various dimensions of academic self-efficacy also predicted a significant role to test anxiety.(3) Different levels of test anxiety of high school students in time management disposition and academic self-efficacy have significant differences. As a lower level of test anxiety, time management tends and academic self-efficacy increase.(4) High school students'test anxiety is no significant gender differences. There was significant gender difference on management disposition total time. Boys'time management is significantly better than girls. Time management disposition in various dimensions, the boys'sense of time value and time-efficacy were significantly better than girls. But on the concept of time monitoring, the gender difference was not significant. There was no significant gender difference on total academic efficacy and its two dimensions.(5) Different grades of high school students, there is no significant difference among time management, academic self-efficacy and test anxiety. Various dimensions of time management disposition, only the sense of time value achieves a significant level. High-grade'sense of the time value was significantly higher than the lower grades. Other dimensions are not significant. There is no significant level on the various dimensions of self-efficacy.