Moderation Of Time Management On Relationship Between Academic Stress And Test Anxiety For Middle School Students

Previous studies showed that the students time management behavior can actively mitigate their test anxiety; student learning stress can lead to test anxiety; while few researchers focus on regulating effect of time learning stress management behaviors and test anxiety. Moderating Effect of study time management behaviors can help people learn to better understand the relationship between stress and test anxiety and test anxiety intervention also has a larger meaning. This study has adopted the learning pressure scale of middle school students, the time management disposition questionnaire for adolescence and the examination anxiety in anxieties of middle school students, to explore the relationship between time management disposition, learning pressure and examination anxiety of612junior and senior school students.First of all, in three dimensions of time management disposition, there are significant differences between6different grades, the level of students in the first grade junior middle school is the highest one; and that of student in the third grade is the lowest. In all dimensions of learning pressure, there are significant differences between6different grades, and the level of student in the third grade is the highest. As for examination anxiety, there are also significant differences between6different grades, and the level of student in the third grade is the highest. In these three dimensions:time management disposition, learning pressure and examination anxiety, there is no significant differences between different genders. In the dimension of time value in time management disposition, there exist marginal significant differences between class cadres and common students, and the time value of class cadres is higher than that of common students; in other two dimensions, there are significant differences between class cadres and common students, and those of the former is higher than that of the latter one. In all dimensions of learning pressure, there are significant differences between class cadres and common students, and the level of class cadres is lower than that of common students. And in examination anxiety, significant differences also exist between class cadres and common students, and the level of the former is significantly lower than that of the latter.No significant correlation exists between the dimension of time value in time management disposition and various dimensions learning pressure; there are significant negative correlations between the dimension of time monitoring and request pressure, competition pressure and self-development pressure in learning pressure; and there exists a highly significant negative correlation between the dimension of time efficiency and various dimensions of learning pressure. Both dimensions of time monitoring and time efficiency in time management disposition are all negatively correlated with examination anxiety; while the dimension of time value is not significantly correlated with examination anxiety. And all dimensions in learning pressure are significantly and positively correlated with examination anxiety.By regarding5dimensions in learning pressure as independent variables and examination anxiety as a dependent variable, stepwise regression analysis is conducted, and it is found that regression coefficients of these dimensions:competition pressure, self development pressure and request pressure, have reached to the significant level. Regarding3dimensions in time management disposition as independent variables and examination anxiety as a dependent variable, stepwise regression analysis is conducted, and it is found that both regression coefficients of time efficiency and time monitoring have reached to the significant level. By regarding the overall levels of time management and learning pressure as independent variables, at the same time examination anxiety has been predicted, it is found that learning pressure and time management can effectively predict the level of anxiety, and regression coefficients of both independent variables have reached to the significant level.In the analysis of the regulation effect, it is found that time value is not a significant regulated variable between learning pressure and examination anxiety; while time monitoring and time efficiency are significant regulated variables between them.For middle school students, learning pressure, time management disposition and test anxiety are influenced by demographic variables, including gender and grades. In addition, learning pressure and time management disposition can jointly predict test anxiety, and time management disposition moderates the relationship of the other two variables...