| Since entering the 21 st century,with the development of social economy,talents competition is becoming more and more intense.Under the background of exam-oriented education,the examination is still as important as measuring students learning and various aspects ability,even to a certain extent,dominate the student's future and destiny,which led to the students in the face of the level of anxiety in the exam will be more and more deep.This study by discussing achievement goal,academic self-efficacy and the relationship between test anxiety,hoping to guide students to establish positive achievement target type and improve the level of students' academic self-efficacy,in order to reduce their test anxiety level.In this paper,through the select group of 900 high school students as the research object,adopt the way of questionnaire for high school students achievement goal,academic self-efficacy and test anxiety were investigated,to explore the relations between and among them,and reveals the academic self-efficacy play a role of intermediary between achievement goal and test anxiety.After statistical analysis of the collected data,get the following conclusions:(1)Results approach in senior high school students achievement goal,master the approach and control to avoid the scores in the average level,result to avoid the score is low,is at a level below average;High school students academic self-efficacy scores in medium slightly lower levels;80.8% of high school students examination anxiety in moderate or above level,71.8% of them have considerable discomfort.(2)Avoid high performance and master avoidance has obvious differences in gender,male students scored an average of significantly lower than girls on average in the score;High school grades avoiding,mastering the approach and avoid over whether to have significant difference on the one-child,only children scored an average of average score significantly lower than the one child policy;High school students grades avoiding,mastering the approach and avoid the students have significant difference on the ground,urban high school students scored an average of obviously lower than the average scores of rural high school students;High school achievement avoidance have significant differences on whether there is a left-behind experience,has left behind significantly better than the high school students scored an average of not stay experience of high school students;Avoid high performance and master avoidance have significant differences in nationality,Han Chinese high school students significantly lower than the average score of the high school students of ethnic minorities;High school achievement avoidance in high school,high school and senior middle school and three have significant differences,higher than the high score a high-school junior and senior,senior high school students master the approach has significant difference in high school and senior middle school,high school is higher than the high score;Approach high school grades have significant differences in science department and branch,score in no branch students is higher than science students,high school students master the approach in the liberal arts students and not branch students,science students,and not branch have significant differences in students score on liberal arts students and science students were higher than not branch;High school grades to avoid the parents level of education for primary and secondary schools,primary school and college and above,middle school and college and above have significant differences,score in the elementary school higher than that of high school and college and above,school above college or above,master reaching at his parents' educational level of high school for elementary and middle school,elementary school and university and above have significant differences,scoring in primary school is higher than high school,college or above,master avoidance in his parents' educational level of high school students in primary schools and college and above,high school and college and above have significant differences,college and above score below primary and secondary schools.(3)High school students examination anxiety have significant differences in gender,boys scored an average of score significantly lower than girls on average;High school students examination anxiety have significant differences on whether the one-child,one-child scored an average of average score significantly lower than the one child policy;High school students examination anxiety has significant difference in students on the ground,urban high school students scored an average of obviously lower than the average scores of rural high school students;High school students examination anxiety have significant differences in nationality,Han Chinese high school students significantly lower than the average score of the high school students of ethnic minorities;High school students examination anxiety scores in the parents with a primary culture and college and above have significant differences,scoring in primary school is higher than college and above.(4)High school students learning self-efficacy and academic self-efficacy scores have significant differences in gender,male students scored an average of;the average score higher than girls;Learning self-efficacy have significant differences in to the one-child,only child's average score is significantly higher than the one-child;High school students study ability self-efficacy has significant difference in students on the ground,urban high school students average score significantly higher than the average scores of rural high school students;High school students learning self-efficacy in the parents with a primary culture and college and above,middle school and college and above have significant differences,scoring in primary and secondary schools is lower than the university or above.(5)High school students achievement goal,test anxiety and academic self-efficacy had obvious correlation between the three: Achievement goal of four dimensions,namely the season approaching,avoiding,mastering the approach and avoid obvious positive correlation with test anxiety;Result reaching,master reaching with academic self-efficacy scores and two dimensions are present obvious positive correlation,achievement avoidance and learning ability had obvious negative correlation,self-efficacy and learning behavior self-efficacy shows significant positive correlation,and master the avoidance self-ability and learning behavior self-efficacy,academic self-efficacy scores present obvious positive correlation;Learning self-efficacy and academic self-efficacy scores is negatively related to the present test anxiety,and learning behavior self-efficacy show positive correlation with test anxiety.(6)High school students achievement goal and academic self-efficacy can significantly predict test anxiety,achievement goal can significantly predict academic self-efficacy: Result evasion and master the avoidance of exam anxiety has significant positive prediction function,and master the approach of exam anxiety has significant negative prediction function.Learning behavior self-efficacy have significant positive prediction function on test anxiety,and learning self-efficacy of exam anxiety has significant negative prediction function.Master the approach and results approach to learning self-efficacy has a significant positive prediction function,avoid the performance and master the avoidance of learning self-efficacy has significant negative prediction function;Mastering the reaching,achievement reaching and avoidance of learning behavior self-efficacy has significant positive prediction function.(7)High school students academic self-efficacy in reaching influence the relationship between test anxiety plays a fully mediating role;Academic self-efficacy in the master to avoid affecting the relationship between test anxiety played a part of the intermediary role;Learning ability self-efficacy in grades to avoid affecting the relationship between test anxiety played the part of the intermediary role.According to this article research,to high school students psychological health education put forward the following suggestions:(1)Select and establish a positive achievement goal;(2)To improve students' academic self-efficacy;(3)The correct understanding and coping with test anxiety. |
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