The Intervention Research Of Alleviating Senior University Students' Post-graduate Entrance Test Anxiety

This study concentrated on the post-graduate entrance test anxiety problems of the senior university students, based on the “Perceived Self-efficacy” theory of Bandura, probing into promoting the self-potency feelings of the group members, regarding the 11 seniors who would attend the post-graduate entrance test in 2015 as service objects, and group work method was adopted to intervene their test anxiety, attempting to promote their feelings concerning self-potency, thus alleviating their test anxiety.First, this study analyzed and evaluated the demands of the service objects of the“Storms?Rainbows” group. On the basis of questionnaires and reading literatures, lower self-efficacy was found to greatly affect the psychological states of the group members who were anxious about the post-graduate entrance test. Accordingly, substantial practice programs were designed, for the sake of guiding group members in their self-awareness, reviewing their past successful experience, strengthening their successful self-experiences and providing others' substitute experience of success, offering others' evaluations and verbal persuasion to improve their self-efficacy, hence the decrease of the post-graduate entrance test anxiety.Besides, this study analyzed and evaluated the process and the effectiveness of “Storms·Rainbows” group practice.Process assessment mainly analyzed and evaluated the specific implementation of theprograms by describing substantial procedures relating to the program implementation and concrete activities regarding the service on the case subjects, and by assessing the overall activities and the entire process of the activities. Meanwhile, effectiveness evaluation was primarily through the method of posttest to measure the outcomes of “Storms·Rainbows” group work practice, following that was the target and satisfaction evaluation of this group.Based on the analyses and assessments of “Storms·Rainbows” work practice, this paper argued: firstly, there existed inextricable links between the “self-efficacy” and the “post-graduate entrance test anxiety”, that is to say, via promoting the feelings of the group members' self-efficacy, the post-graduate entrance test anxiety could be reduced to some extents. Secondly, the degrees of the group members' post-graduate entrance test anxiety were able to be mitigated varies among them. For certain members, their degrees of their test anxiety had been decreased rather remarkably, while for other members, the work practice had played negligent role to alleviate the post-graduate entrance test anxiety. As a whole, although to some extents the post-graduate entrance test anxiety of the group members had been alleviated, the work practice might have made little difference. Thirdly, despite the fact that the “self-efficacy” was the pivotal influence factor on the 11 group members' post-graduate entrance test anxiety, still some other factors that might influence the state of being anxious about the test had not been implemented to interfere or intervene, which exactly might be one of the primary causes that leaded to the not ideal results of the “Storms·Rainbows” work practice.