高中生时间管理倾向对考试焦虑的影响：学业自我效能感的中介作用

The Impact of High School Students’ Time Management Tendencies on Test Anxiety: The Mediating Role of Academic Self-Efficacy

摘要: 应试教育所带来的“唯分数论”的观点已经深入人心，由此带来的考试焦虑会对学生的个人发展和心理健康造成消极影响。考试焦虑是一种条件性的情绪反应，学生在应试情境下，易产生威胁性，具有自我贬低、低效能等不良情绪形式来反应。本研究试图探究时间管理倾向、学业自我效能与考试焦虑之间的关系。本研究采用《青少年时间管理倾向问卷》《学业自我效能感问卷》和《考试焦虑问卷》，对某高中292名高中生进行了问卷调查，共收集292份有效问卷。由数据结果得出结论：(1) 时间管理倾向可显著负向预测考试焦虑，时间管理倾向水平越高，高中生考试焦虑的程度越低。(2) 学业自我效能感可显著负向预测考试焦虑，学业自我效能感水平越高，高中生考试焦虑的程度越低。(3) 学业自我效能感在时间管理倾向与考试焦虑中起部分中介作用。

Abstract: The idea of “score-only” brought about by test-taking education has become deeply rooted, and the resulting test anxiety can have a negative impact on students’ personal development and mental health. Test anxiety is a conditioned emotional response, and students are prone to be threatening, self-deprecating, ineffective and other bad emotional forms to respond to in the test-taking situation. This study attempts to explore the relationship between time management tendencies, academic self-efficacy, and test anxiety. In this study, the Adolescent Time Management Tendency Questionnaire, the Academic Self-efficacy Questionnaire, and the Test Anxiety Questionnaire are adopted. A questionnaire survey was conducted with 292 high school students in a high school, and a total of 292 valid questionnaires were collected. It concludes from the data results: (1) Time management tendency can significantly negatively predict test anxiety, and the higher the level of time management tendency, the lower the degree of high school students’ test anxiety. (2) Academic self-efficacy can significantly negatively predict test anxiety, and the higher the level of academic self-efficacy, the lower the degree of exam anxiety in high school students. (3) Academic self-efficacy plays a part-mediating role in time management tendency and test anxiety.