The Intervention And Effect Of Group Counseling Based On Academic Self-efficacy To Improve High School Students Test Anxiety

As we all know, test anxiety is very serious problem of high school students.Test anxiety has seriously affected middle school students to learn and lives,become a shackles on high school students’ physical and mental development. Thus, conducted intervention studies on test anxiety not only the needs of teaching, but also a real and urgent task that educators and psychologists must face Based on this, researchers have proposed study.The first study, Researchers designed a group counseling program in accordance with the factors which influence academic self-efficacy, such as "successes and failures of students" and "witnessed others experiences of successes and failures ","good emotional state" to enhance the high school students’ academic self-efficacy and this group counseling program based in Bandura’s self-efficacy theory, Weiner’s attribution theory and Ellis emotions ABC theory.The second study, on the basis of the first study, on the use of research group counseling program conducted intervention of Test Anxiety.Conduct group counseling before, The researchers first conducted a Survey of test anxiety and academic self-efficacy in Wuchang High School. And select 74 students conduct open interviews,this 74 students were higher degree of test anxiety and lower academic self-efficacy, according to the interview results select 30 students as subjects into the intervention in end.This 30 subjects were randomly divided into intervention and control groups by researchers, each group of 15 people, later the intervention group lost two subjects. Conduct Group counseling in the intervention group, the control group did not carry out..This group counseling conducted seven times, counseling 50 minutes The results show that:(1) Most students have different levels of test anxiety,41.5% of the students are suffering emotional distress caused by the test and these students feel a sense of apparent discomfort caused by the test. High academic self-efficacy and low academic self-efficacy were less;74.3% of the students’ academic self-efficacy in general.(2) The test anxiety of students’ gender difference was significant, the girls are better than boys. The academic self-efficacy and self-efficacy learning behavior of students’ no significant gender differences but the learning self-efficacy of students’ gender differences significant, in which boys are better than girls.(3) The academic self-efficacy and its two sub-dimensions have a negative correlation with test anxiety. Academic Self-efficacy and its two sub-dimensions negative predicted test anxiety.(4)After the group counseling intervention, the subjects of intervention group on academic self-efficacy, learning self-efficacy and learning behaviors have been enhanced a lot, and significantly lower the levels of test anxiety; but the control group no significant changes.This shows that,the group counseling design is reasonable, intervention factors is targeted and on enhance the students’ academic self-efficacy, reducing the students’ test anxiety level obtained good results.