A Studies On The Relationship Of Self Esteem,Fear Of Evaluation And Test Anxiety Of Juniorhigh School Students

With the rapid development of social economy,the social investment in education is constantly increasing.In order to better adapt to the development of society,junior high school students bear various pressures from family,school and society,and show different degrees of psychological problems in learning,which are becoming more and more intense.This study has made an investigation to four junior high school of Guizhou Province,1430 of junior high school students as the research object.By means of combination of cross-sectional and longitudinal study to the self-esteem scale(SES),brief fear of negative evaluation scale(BFNE-S),fear of positive evaluation scale(FPES)and test anxiety scale(TAS),the transverse investigation about junior high school students on present situation and relationship of self-esteem,fear of evaluation and test anxiety;In addition,two surveys were conducted on 457 students in two junior high schools within 4 months,and the trends,interrelationships and internal mechanisms of self-esteem,fear of evaluation and test anxiety of junior high school students over time were further tracked.The results are as follows:(1)The self-esteem of junior middle school students is at the middle level(M=26.41)as a whole,and the level of self-esteem at the beginning(M=25.86)is higher than that at the end of the term(M=25.64).The overall level of test anxiety level is higher(M = 18.91),initial(M = 18.98)than the final(M=18.75),and on the gender(t=0.817,p<0.05)is served as a class on the dry(t=1.627,p<0.05)significant difference;The overall level of fear in negative evaluation is lower(M=22.68),the beginning of the term(M=22.71)is lower than that at the end of the term(M=23.26),the overall level of fear in positive evaluation is lower(M=31.77),the beginning of the term(M=31.49)is higher than that at the end of the term(M=31.28),and the difference in whether or not have served as a class leader(t=2.199,p<0.05)is significant.(2)Correlation analysis showed that the self-esteem of junior middle school students was negatively correlated with test anxiety(r=-0.227,p<0.01),negatively correlated with negative evaluation of fear(r=-0.165,p<0.001),and had no significant correlation with positive evaluation of fear.Negative evaluation fear was significantly positively correlated with positive evaluation fear(r=0.152,p<0.01),and significantly positively correlated with test anxiety(r=0.349,p<0.01).Positive evaluation of fear and test anxiety showed significant positive correlation(r=0.199,p<0.01).(3)Cross-lag regression analysis showed that T1 self-esteem significantly negatively predicted T2 test anxiety between self-esteem and test anxiety(?=-0.245,p<0.01),and T1 test anxiety significantly negatively predicted T2 self-esteem(?=-0.229,p<0.001).T1 self-esteem did not significantly predict T2 negative evaluation fear between self-esteem and negative evaluation fear(?=-0.071,p>0.05),and T1 negative evaluation fear significantly predicted T2 self-esteem(? =-0.114,p<0.001).T1 self-esteem significantly predicted T2 positive evaluation fear between self-esteem and positive evaluation fear(?=-0.136,p<0.001),and T1 positive evaluation fear significantly predicted T2 self-esteem(?=-0.095,p<0.05).Between negative evaluation fear and test anxiety,T1 negative evaluation fear significantly predicted T2 test anxiety(?=0.142,p<0.01),and T1 test anxiety significantly predicted T2 negative evaluation fear(?=0.220,p<0.001).Between negative evaluation fear and positive evaluation fear,T1 negative evaluation fear did not significantly predict T2 positive evaluation fear(?=0.085,p>0.05),while T1 positive evaluation fear significantly predicted T2 negative evaluation fear(?=0.146,p<0.01).T1 positive evaluation fear does not significantly predict T2 test anxiety(?=0.076,p>0.05).T1 test anxiety significantly predicts T2 positive evaluation fear(?=0.093,p<0.05).(4)A cross-sectional survey of the structural equation model showed the direct and indirect effects of self-esteem on test anxiety(?=-0.241,p<0.001)and(?=-0.196,p<0.001).?=4.33,p<0.001)reached a significant level,and the total effect of selfesteem on test anxiety(?=0.341,p<0.001)also reached a significant level,so the indirect effect accounted for 29.3% of the total effect.;The longitudinal structural equation model showed that both the direct effect(?=-0.34,p<0.001)and indirect effect(?=0.145,p<0.001)of T1 test anxiety on T2 self-esteem reached a significant level,and the total effect of T1 test anxiety on T2 self-esteem(?=-0.366,p<0.001)reached a significant level,so the indirect effect accounted for 7.32% of the total effect.The direct effect of T1 self-esteem on T2 test anxiety(?=-0.168,p<0.05)and indirect effect(?=-0.228,p<0.01)reached significant levels,and the total effect of T1 self-esteem on T2 test anxiety(?=-0.22,p<0.001)also reached significant levels,so the indirect effect accounted for 23.7% of the total effect.The main conclusions are as follows:(1)The current junior high school students in the middle level of self-esteem,the first grade is lower than the second grade,third grade,as a class leader is higher than never as a class leader;The overall level of test anxiety was higher among girls than boys,and those who served as class leaders were lower than those who did not.The overall fear of evaluation level was lower,and the positive evaluation level of fear was higher for those who had worked as shift leaders than for those who had not worked as shift leaders.(2)Self-esteem and fear of negative evaluation can significantly predict test anxiety,while test anxiety can significantly predict fear of positive evaluation.(3)The mediating effect between self-esteem and test anxiety was significant.