Research On Correlation Of Students' Meta-worry, Test Anxiety And Academic Achievement

Meta-worry and test anxiety are two factors which have important effects on academic achievement. Studying about them contribute to how to study efficiently and how to develop comprehensively. This research analyze the differences of the three factors among different students groups and mainly focus on the relationships of meta-worry,test anxiety and academic achievement. The purpose of the research is to reduce students' sense ofmeta-worry,prevent and inhibit their test anxiety,guide their apperception of academic achievement responsibility properly,and present some scientific suggestions.This research adopt Meta-worry Scale and Test Anxiety Scale(TAS) as tools,take 523 middle schools students in Weifang city as objects,and the results of questionnaires are analyzed by using SPSS 13.0 software,especially the means of T-test,one-way ANOVA,correlation, multinomial logistic regression and so on.The results are as follows:(1) the current ratio of students who have test anxiety in high level is relatively high,about 38.6%;(2)the overal developmental characteristic of test anxiety among middle school students is low-high-low;so is the characteristic of test anxiety among female and male students;(3) the overal developmental characteristic of meta-worry among middle school students is low-high-lo w;so is the characteristic ofmeta-worry among female and male students;(4) there is both a significant difference of test anxiety and meta-worry between grades and sexes;(5) generally,there is a very significant positive relation between meta-worry and test anxiety;(6)generally,there is a very significant negative relation between meta-worry and academic achievement;(7)generally, there is a very significant negative relation between meta-worry and academic achievement; (8)generally,meta-worry about exam process,social comment and family conflict have a significant positive prediction to test anxiety;(9) generally,meta-worry about family conflict and exam process have a significant negative prediction to academic achievement;(10)generally,test anxi- -ety has a significant negative prediction to academic achievement.