A Study On The Relationship Of Parental Expectation,Academic Self-efficacy And Academic Emotions Among The Senior High School Students

Test anxiety has an important impact on the students’ learning conditions and their mental&physical health. Mental health education in secondary schools should take test anxiety as a priority to get to know students’ degree of test anxiety and take appropriate measures to prevent and regulate students’ test anxiety situation.This study selected264junior high school students as study object, take test anxiety, locus of control, academic self-efficacy questionnaire as a tool, using analysis of variance, regression analysis, regulation and inspection of statistical methods, a comprehensive study of the locus of control, academic the relationship between self-efficacy and test anxiety.The results showed that:1Girls anxiety levels were significantly higher than boys. Students in Grade3are higher than the ones in Grade1&2, Logarithmic frequency test on students in different grade of junior high school show that the distribution of different grades are different greatly. Students in Grade1&3’s light anxiety are significantly higher than Grade2. Students in Grade2’s moderate anxiety is significantly higher than students in Grade1&3.2. The differences between grades in junior high school locus of control of each factor is significant, internal control (Ⅰ) of students in Grade3is significantly higher than the students in Grade1&2. There are more potential force (P) and chance factors (C) in Grade2students.Gender differences in junior high locus of control results show that girls get higher potential force (P) scores than boys. However, girls get a similar score as boys in internal resistance (Ⅰ) and chance (C).3Test anxiety and internal resistance (Ⅰ) was significantly negatively correlated. Potential force (P) and opportunities (C) showed a significant positive correlation. Academic self-efficacy and internal locus of control (I) showed a significant negative correlation associated. But it’s not obvious in locus of control scores.4Internal locus of control of (I) and Potential force (P) can be a good predictor of test anxiety level; low internal students have a lower. The more they believe that others can control of their life events, the higher level of test anxiety will become.5Academic self-efficacy plays a role in regulating the locus of control to predict the course of.test anxiety.