中学生考试焦虑相关影响因素的径路分析

Path analysis of influencing factors correlated with test anxiety in middle school students

目的探讨中学生考试焦虑的相关因素及其影响路径。方法整群随机抽取大连市中学生647名为研究对象，采用-般情况调查表、Sarason考试焦虑量表（TAS）、成就动机量表（AMS）、中学生应对方式问卷（CSS）、艾森克人格问卷（EPQ）、父母教养方式问卷（EMBU）及家庭环境量表中文版（FES—CV）进行调查。数据分析采用Pearson相关、多元线性回归及路径分析。结果考试焦虑检出率为轻度25．97％，中度45．65％，重度28．38％；男生[（16．71±6．44）分]，女生[（17．01±7．02）分]考试焦虑差异无显著性（t=1．469，P=0．334）；考试焦虑与神经质、精神质、成就动机及竞争达成动机、忍耐、逃避、发泄、否认幻想、家庭矛盾性、父母惩罚严厉、过度干涉、拒绝否认、父亲过度保护等呈正相关（r1-16：0．214，0．135，0．254，0．216，0．308，0．472，0．492，0．168，0．249，0．537，0．282，0．102，0．238，0．185，0．233，0．301，0．273；PI_16〈0．05），与解决问题和合理化解释、家庭亲密度、知识性、娱乐性、情感表达、组织性、父母温暖理解等呈负性相关（r1-9：-0．121，-0．134，-0．178，-0．215，-0．221，-0．101，-0．298，-0．136，-0．168；P14〈0．01）；进入考试焦虑回归方程的是竞争达成动机、发泄情绪、组织性、精神质、神经质、父温暖理解、母拒绝否认（t1-7：2．496，2．521，2．687，2．150，3．503，2．237，2．259；P1-7〈0．05）。结论中学生普遍存在考试焦虑情绪；成就动机、情绪化应对、人格、家庭环境及父母教养方式通过不同路径影响考试焦虑情绪，

Objective To find some risk factors correlated with test anxiety of middle school students, and to find out influencing pathway for test anxiety. Methods 647 middle school students were investigated with Sarason＇ Test Anxiety Scale （TAS）, Achievement Motivation Scale （AMS）, Coping Style Scale for School Students （CSS） , Eysenek Personality Questionnaire（EPQ） , Egma Minnen av Bardndosnauppforrestran（EMBU） and Family Environment Scale-Chinese Version（FES-CV）. Statistics were done with version of SPSS14.0, and data were ana- lyzed by Pearson correlation, multiple lincnear stepwise regression and path analysis. Results The rates of test anxiety respectively was mild 25.97% , moderate 45.65 % , severe 28.38% ; there were no significant different between the male and female students anxiety （ 16.71 ± 6.44,17.01 ± 7.02, t = 1. 469, P = 0. 334）. Test anxiety positively correlated with Achievement motivation, reach motivation of competition, endurance, escape, expos, deny the fantasy, family conflicts, parental punished severely, excessive interference, objective deny, overprotective of father. （ r H6：0. 214,0. 135,0. 254,0. 216,0. 308,0. 472,0. 492,0. 168,0. 249,0. 537,0. 282,0. 102,0. 238,0. 185, 0.233,0. 301,0. 273 ; P t-16 = 0. 000 - 0. 030 ） , and negatively correlated with Problem-solving, rationalizing interpretation, family cohesion, informative, entertaining, emotional expression, organization, parental warmth and understanding （ r 1-9： -0. 121, -0. 134, -0. 178, -0. 215, -0. 221 , -0. 101, -0i 298, -0. 136, -0. 168; P 1-9 = 0. 000 ~ 0. 007 ）. Enter test anxiety regression equation is the reached motivation of competition, emotional expose, organization,psychosis, Neuroticism, parent＇ s warm and understanding , mother＇ s refuse and deny （ t 1-7 ： 2. 496, 2.521, -2.687, -2. 150,3.503,2.237,2.259; P 1-7 =0.001 -0.038）. Conclusion Test anxiety is commonly find in middle school students. Test anxiety is affected by some paths that are personality, achievement motivation, emotional coping style,family environment and parental education methods.