The Relationship Among College Students’ Achievement Goal, Academic Self-efficacy And Test Anxiety

As the social develop, the college students are enduring more and moreemployment pressure. They want to improve their competitive ability by participatingin many kinds of tests and getting corresponding certificates. These tests haveinfluenced on college students in a certain extent. Test anxiety of college students isbecoming more and more serious. The purpose of this study was providing advices tohelp college students select the types of achievement goals properly, improving thelevel of academic self-efficacy to reduce test anxiety. This study focused on exploringthe relationships among college students’ achievement goals, academic self-efficacyand test anxiety to prevent or reducing their test anxiety. The results of this study hada positive and far-reaching practical significance on college students’ choicingactively achievement goals, improving the level of academic self-efficacy.This study invited650college students from5universities in Hei LongjiangProvince to participate this study. With questionnaire method, which was used tocomprehensively review the characteristies of achievement goals, academicself-efficacy and test anxiety, and to further analyzed the relationship among thethree.By the data based objective analyze and describe, we can conclude the results:(1)The level of college students’ achievement goals, academic self-efficacy wereabove the average, and test anxiety status was not optimistic.(2)College students’ achievement goals, academic self-efficacy and test anxiety weresignificantly different in some demographical variables, which reflected in thedifferent gender, profession, the only child or no and grade.(3)College students’ achievement goals, academic self-efficacy and test anxiety weresignificant correlated with each other.(4)College students’ achievement goals could signifieantly prediet academicself-efficacy and test anxiety; Academic self-efficacy could signifieantly prediettest anxiety.(5)College students’ academic self-efficacy played the partial mediating role betweenachievement goals and test anxiety.