初中生元担忧与考试焦虑的关系:学业自我效能感的中介作用

The Relationship between Meta-worry and Test Anxiety of Junior High School Students: The Mediating Effects of Academic Self-efficacy

目的探讨元担忧、学业自我效能感及考试焦虑的关系,为预防和缓解初中生考试焦虑提供实证依据。方法采用元担忧量表、学业自我效能感问卷、考试焦虑量表对297名初中生进行问卷调查。结果①元担忧与考试焦虑显著正相关(r=0.52,P<0.01),考试焦虑与学业自我效能感显著负相关(r=-0.34,P<0.01),元担忧与学业自我效能感显著负相关(r=-0.18,P<0.05);②在元担忧对考试焦虑的预测中,学业自我效能感发挥了部分中介作用,中介效应占总效应的8.78%。结论元担忧对考试焦虑有重要影响,并且会降低学业自我效能感,从而导致考试焦虑。

Objective To explore the relationship between junior middle school students＇meta-worry, academic self-efficacy and test anxiety in order to prevent and relieve the test anxiety of junior high school students. Methods Using meta-worry scale, academic selfefficacy questionnaire, test anxiety scale to survey 297 junior school students in Ningxia. Results （1）Meta-worry had a significantly posi- tive correlation with test anxiety （ r = 0. 52, P 〈 0. 01 ） ; Test anxiety had a significantly negative correlation with academic self-efficacy （ r = 43.34, P 〈 0.01 ） ; Meta-worry had a significantly negative correlation with academic self-efficacy （ r = 43.18, P 〈 0.05 ） ; （2） According to the structural equation model, academic self-efficacy plays a partially intermediary role in the relationship between meta-worry and test anxiety（8.78% of the total effect）. Conclusion The meta-worry of junior high school students has a major impact on test anxiety, and it reduces the level of academic self-efficacy, leading to the test anxiety.