A Study On The Relationship Of Academic Adaptability,Test Anxiety,Academic Self-Efficacy And Academic Achievement Among Junior Middle School Students

It is known that the teenager carrying the future of our country, and also carrying the heavyschool work. And the grades which students get in test have always been the focus of their parents,their teachers and even the whole society. The educational psychologists have been longing forsome way to make the students achieve satisfying grade, while get their healthy growing bothphysically and mentally. Some psychological researches have proved that there are many factorsaffecting the grades including both intelligent and non-intelligent ones. Our research is studyingthe mechanism that how the three internal factors: academic adapt ability, test anxiety andself-efficacy influencing on the school work. This research has not only provided someimprovement to the former work, but also supported the further study with some new idea.We take311junior middle school students to questionnaire survey, using some static methodsincluding diversity test, correlation analysis, regression analysis, path analysis, we found therelationship between the three factors and the grades as the followings:（1）For the junior middle school students, academic adapt abilities and academicself-efficacy change significantly with their grade. The students in grade1have better academicadapt abilities and academic self-efficacy than in grade2.（2）It shows that male and female have different level of test anxiety. the female get muchhigher level than the male. And like the adapt abilities and academic self-efficacy, the test anxietyis also affected by grades, the higher grade get a higher test anxiety than the lower grade.（3）The results indicate that the two dimensionalities, study attitude and technique, aresignificant positive correlated with the study grades. Study attitude has a positive prediction forthe study grades. Four dimensionalities of the academic adapt ability have an obvious positivecorrelation with academic self-efficacy. The attitude and technique in study plays a positive role inprediction. In opposition to self-efficacy, test anxiety is negative correlated to the fourdimensionalities of academic adaptabilities. But the dimensionalities of study attitude have clearnegative prediction for test anxiety.（4）The grades are positive correlation with academic self-efficacy. The higher academicself-efficacy they get, the better their work is.（5）Test anxiety doing the opposite way and is negative correlated to the grades. The lowerlevel the anxiety the students get, the better grade they have in the examination.（6）Academic self-efficacy is the mediating variables in the affection of study attitude andtechnique to the grades. Academic self-efficacy, at the same time, plays a role as mediatingvariables in the affection of academic adapt ability and test anxiety to the grades...