The Influence Of Senior High School Students’Family Social Economical Status And Attribution Style On Their Exam Anxiety

Test anxiety has been the focus in domains such as psychology and educationsince1920s. According to the research results, the inner factors such as personalityand cognition, as well as the external factors such as family and personal relationships,could both lead to test anxiety (Newbegin&Owens,1996). Among the factors thataffect academic adaptation and emotional development, family socioeconomic statusand attribution style are two important variables, while there are few studies on theoverall research until now. However, based on Bandura’s (1997) theory of socialcognition, the individual’s behavior is affected not only by inner factors and externalfactors, but also by their interactions.This study adopted three questionnaires, including " family socioeconomic statusquestionnaire","adolescent mental health diathesis questionnaire, attribution stylescale","test anxiety questionnaire", to explore the present situation of test anxiety inhigh school students, and to investigate the function of family socioeconomic status,attribution style on test anxiety.The results showed:(1) Significant differences were found in different grades of high schoolstudents test anxiety level, test anxiety level is significantly higher in grade10students than in grade12students.(2) The students’ family socioeconomic status, especially the mother’soccupation and education level, could negatively predict test anxiety significantly.(3) The overall-local attribution has a significant positive effect on testanxiety of high school students, students with local attribution style displayed ahigher level of test anxiety.