The Relationship Among Resilience, Academic Self-efficacy, Test Anxiety And Academic Achievement In Senior Students

The college entrance examination is undoubtedly a major turning point for the senior students.Faced with the uncertainty of academic pressure and future prospects,senior students are especially concerned about their academic achievements,and their resilience has also been tested.Therefore,we should pay more attention to their resilience and academic achievements.According to the existing literature,the research on students' academic achievements in the past mainly concentrated on some variables such as resilience,academic self-efficacy or test anxiety,and seldom examined the relationship between the four.In fact,academic achievement is closely related to mental resilience,academic self-efficacy and test anxiety.There may be a complex mechanism of action between the four.Based on the above analysis,this study in senior middle school students as the research object,to explore the resilience and academic selfefficacy,test anxiety and academic achievement of specific effects,the purpose is to education and teaching workers to better understand and grasp the senior middle school students' psychological status,and to provide reference and help to carry out the appropriate school mental health consultation and counseling.This study used Adolescent Mental Resilience Scale,the Academic Self-Efficacy Scale and Test Anxiety Scale to test 561 students.To explore the relationship between the resilience,academic self-efficacy and test anxiety of senior students,so as to provide theoretical basis for improving the quality of middle school teaching.The results show that:(1)The actual average of resilience and academic selfefficacy of senior students is higher than the theoretical average,while the actual value of test anxiety is lower than the theoretical average value.(2)Senior students resilience and academic self-efficacy and test anxiety,there are some differences in the demographic variables,specific performance in: in terms of gender,anxiety and academic self-efficacy scores of girls were higher than boys;the subject classification,liberal arts students academic self-efficacy in students score higher than science students;class,graduates and previous students have no significant difference.(3)There is no significant correlation between the level of examination anxiety of the senior students and their academic performance.(4)The higher the score of the senior students' mental resilience,the higher the academic self-efficacy score,and the lower scores of test anxiety.(5)The higher the scores of the students' mental resilience,the higher the score of academic self-efficacy,and the higher scores of academic achievements.(6)In addition to direct influence on test anxiety,psychological elasticity can also reduce the degree of examination anxiety by improving academic self-efficacy.(7)Mental resilience can only improve academic performance by improving academic self-efficacy.