大学生考试焦虑水平与学习行为和学习效果的关系调查

Relationship Between College Students＇ Anxious Status in Testing and Learning Behaviors and Result~

目的了解大学生考试焦虑状态与学习行为和学习效果的关系。方法焦虑程度评价采用TAS焦虑状态自测量表，用8个问题调查大学生的学习行为并统计学习成绩，调查结果用SPSS统计软件分析。结果共调查了622名大学新生，医科和理工科学生分别为345和277人。TAS总评分15．15±5．65分。不同专业TAS评分的差异有统计学意义（P〈0．01），不同专业焦虑程度构成差异也有统计学意义（P〈0．01）。性别、家庭经济状况、居住环境对TAS评分和焦虑构成的影响没有统计学意义。焦虑程度越高，学习成绩越低（P〈0．01），而补考率却越高（P〈0．05）。考试焦虑程度还与某些学习行为有关。结论考试焦虑现象在大学新生中普遍存在，表现出较明显的专业差异。考试焦虑与某些学习行为有关，并影响学习效果。高校应大力加强大学生的心理健康教育工作。

Objective To understand the relationship between college students＇ anxious status in testing and studying behaviors and studying result. Methods TAS anxiety scale was used for the evaluation of anxious status, and data were analyzed with SPSS software. Results 622 students were investigated 1345 medical college students and 277 science and technology college students} The total score of TAS score was （15.15 ＋ 5.65} Statistical signifi- cance was observed among different specialties （P 〈 0.01} .Sex, socioeconomic status and living environment did not affect TAS score. The higher the anxious status was, the worse the learning results will be. The anxious status was asso- ciated with some learning behaviors. Conclusions Anxiety was common among college students. In colleges and niver- sities, education of mental health should be strengthened.