Analysis Of Influencing Factor For College Students’ Examination Anxiety Of CET-4 And CET-6

Objective:CET-4 and CET-6 are an important indicator to determine whether students can get a bachelor degree and a unit of the employer to measure the level of college students. They are related closely selecting the excellent student, getting diploma, job-hunting and further education. Examination anxiety had become a hot spot for college students’ physical and mental health. This study investigated the influence factors of examination anxiety of CET4 and CET6, then put forward reasonable measures and suggestions to prevent anxiety and to improve the mental health of college students based on the investigation and analysis of examination anxiety, cognition of examination and lifestyle of college students in CET-4, CET-6 and final exam of the college students in Nanjing University of Posts and Telecommunications.Methods:Students from the Nanjing University of Posts and Telecommunications were chosen by adopting the cluster sampling as the study objects. Among of them 413 students before CET-4 and CET-6 and 105 students before final exam were investigated with self-rating Anxiety Scale (SAS) and influence factors questionnaire of CET-4 and CET-6 to assess their current state of test anxiety. All data were double entered by using EpiData3.1 and analyzed by using SPSS20.0. Mean ± standard and median (P25, P75) were respectively used to describe normal data and non-normal Data. Wallis H Kruskal rank sum test was used analyze and compare for multi-sample. Chi-square test was used to compare and analyze the differences in the degree of anxiety, examination objectives, examination cognition, and lifestyle. Taking the examination level, university major, educational system, grade and gender as the control variables, the correlation between examination anxiety, examination anxiety symptom factors and cognition of examination, lifestyle was analyzed by partial correlation analysis. Multiple linear stepwise regression method was used to analyze the influence of examination cognition and lifestyle on the symptoms of examination anxiety.Result:(1) CET-4’s examination anxiety score is higher than the final exam. English major, junior college, the sophomore and junior students’ CET-4 anxiety score is higher than CET-6 and the final exam. Male College’s CET-4 and CET-6 examination anxiety is higher than the final exam. Freshman’s CET-4 examination anxiety is lower than sophomore and junior. The difference was statistically significant (P<0.05).(2) In CET-4, no self-confidence students’examination anxiety is higher than confident students, the more positive learning attitude students’ examination anxiety is lower than the students who have little positive learning attitude and those who have negative learning attitude, the examination anxiety of students who have high examination pressure is higher than the students who have little examination pressure. In CET-6, no self-confidence students’ examination anxiety is higher than confident students, the examination anxiety of student who have negative learning attitude students’> little positive learning attitude students> lot positive learning attitude student, the examination anxiety of student who have great examination pressure is higher than the students who have little examination pressure. In the final exam, the more positive learning attitude students’examination anxiety is lower than the students who have little positive learning attitude students, the great examination pressure students’examination anxiety> large examination pressure students> little examination pressure students. In CET-4, CET-6, the final exam, examination anxiety of the students who have a review plan is lower than the students who have no review plan. In CET-4, the examination anxiety of students who have good eating habit is lower than the students who have bad eating habits. In CET-4 and CET-6, the examination anxiety of students who have excellent interpersonal relationship is lower than students who have terrible interpersonal relationship. The difference was statistically significant (P<0.05).(3) Correlation analysis showed that review plan, exam confidence, learning attitude, examination pressure in examination cognition and physical exercise, eating habits, behavior of alcohol, online time, interpersonal relationship and lifestyle is related to examination anxiety score and examination anxiety symptom factors score.(4) Multivariate stepwise regression analysis showed that exam confidence, examination pressure, review plan, interpersonal relationship and eating habits influence anxious emotion, review plan, examination pressure, behavior of alcohol and exam confidence influence sports anxiety. Exam confidence, examination pressure and interpersonal relationship influence dizziness and fatigue. Exam confidence, eating habits, examination pressure, online time influence stomach upset. Exam confidence, behavior of alcohol, examination pressure, examination motivation, review plan and sleep habits influence sleep discomfort. Other symptoms were influenced by exam confidence, examination pressure and interpersonal relationship. Somatalgia was influenced by exam confidence, examination motivation and learning attitude.Conclusion:CET-4’s examination anxiety higher than the final exam. English major, junior college, the sophomore and junior students’ CET-4 examination anxiety is higher than CET-6 and the final exam examination anxiety. Male college’s CET-4 and CET-6 examination anxiety is higher than the final exam. Examination cognition is the main influencing factor of examination anxiety and examination anxiety symptom factors. The occurrence of examination anxiety symptom factors are influenced by examination cognition and lifestyle, also affect examination anxiety’s production and development.