心理干预对中学生考试焦虑疗效的初步研究

A pilot study of psychological intervention for management of test anxiety among middle school students

目的探讨中学生考试焦虑与考试成绩的相关性,研究心理干预对考试焦虑及考试成绩的影响。方法选择上海市长宁区某所中学初、高中生作为研究对象,采用SaraSon考试焦虑量表,在期中考试前2周进行测试,记录期中考试成绩。期中考试结束后进行为期2月的心理干预,在期末考试前再次测试,并记录期末考试成绩。结果考试焦虑与考试成绩具有明显相关性,对初中生来说,考试焦虑与考试成绩呈显著负相关。心理干预后高焦虑者焦虑分显著下降,初中生考试成绩有显著提高。结论心理干预能有效改善高焦虑者焦虑状况,提高初中生考试成绩。心理干预应从初中生开始并持续进行,对高中生应进行综合干预。

Objective： To explore the relationship between test anxiety and scores of test in middle school students, and to study how psychological intervention affect test anxiety and score of test. Methods： High and junior school students in one middle school from Changning district of Shanghai were studied. SaraSon test anxiety scale was used two weeks before mid - term examination the score of test was recorded. The psychological intervention was carried out for two months after mid - term examination. SaraSon test anxiety scale was used once again 2 weeks before final examination and the score of test rerecorded. Results： Test score was correlative with test anxiety. For junior school students, there was significant negative relevance between test anxious and examination achievements. After psychological intervention, severe anxious students calmed down notably and junior school students improved examination performance greatly. Conclusion：Psychological intervention have an effect to improve intense anxiety state, improve junior school student ＇s test score. Psychological intervention should begin from junior middle school and continues in progress. Integration intervetion should apply for high school student.