Correlating Research On Self Efficacy, Test Anxiety And Intellectual Achievement Responsibility Of Senior High School Students

Object: Self-efficacy, test anxiety and intellectual achievement responsibility are three factors which have important effects on learning behavior and intellectual achievement. Studying about them contribute to how to study efficiently and how to develop comprehensively. This research focus on the relationships of the three factors by analyzing the differences of the three factors among different students groups. The purpose of the research is to improve students' sense of self-efficacy, prevent and inhibit their test anxiety, guide their apperception of intellectual achievement responsibility properly, and present some scientific suggestions.Methods: Adopting Self Efficacy Integration Scale (SEIS), Test AnxietyScale (TAS) and Intellectual Achievement Responsibility (IAR) as tools, taking senior high schools in Dingzhou city (county level) whole group, 536 students are tested randomly, then analyze the results of three questionnaires by using SPSS 11.0 software, especially the means of T-test, one-way anvoa, correlation, multinomial logistic regression and so on.Conclusion:1. Senior high school students' self-efficacy vary greatly according to the gender, type of school, stage of school, cadre or not in a class;2. In senior high school, there are conspicuous diversities in test anxiety between cadres and non-cadres in class, so do boys and girls;3. Distinct differences exist in students of different gender, type of school, stage of school, and family background;4. As far as senior high school students are concerned, self-efficacy, test...