学业成就感对初中生考试焦虑的影响机制研究——基于学业自我效能感与成就动机的链式中介效应分析

A Study on the Mechanism of Academic Achievement Satisfaction Effect on Test Anxiety among Junior High School Students —A Chain Mediation Analysis Based on Academic Self-Efficacy and Achievement MotivationXinyu Yuan, Kangni Zhu, Aiguo Shao^*

摘要: 本文探讨学业成就感对初中生考试焦虑的影响，并检验学业自我效能感和成就动机在该关系中的链式中介作用。采用考试焦虑量表、学业成就感量表、学业自我效能感量表和成就动机量表，对1680位初中生进行问卷调查，共回收有效问卷1359份。结果表明：(1) 学业成就感、学业自我效能感、成就动机与考试焦虑之间两两显著相关；(2) 初中生学业成就感对考试焦虑的直接效应显著，学业自我效能感、成就动机在学业成就感和考试焦虑之间链式中介效应显著，而学业自我效能感与成就动机的独立中介效应均不显著。说明良好的学业成就感不仅可直接缓解初中生的考试焦虑，还能通过提升学业自我效能感并增强成就动机产生间接缓解作用。

Abstract: This paper explores the impact of academic achievement satisfaction on test anxiety among junior high school students and examines the chain mediating role of academic self-efficacy and achievement motivation in this relationship. A questionnaire survey was conducted among 1680 junior high school students using the Test Anxiety Scale, Academic Achievement Satisfaction Scale, Academic Self-Efficacy Scale, and Achievement Motivation Scale. A total of 1359 valid questionnaires were collected. The results show that: (1) Academic achievement satisfaction, academic self-efficacy, achievement motivation, and test anxiety are significantly correlated pairwise; (2) The direct effect of academic achievement satisfaction on test anxiety among junior high school students is significant, and the chain mediating effect of academic self-efficacy and achievement motivation between academic achievement satisfaction and test anxiety is significant, while the independent mediating effects of academic self-efficacy and achievement motivation are not significant. This indicates that good academic achievement satisfaction not only directly alleviates test anxiety among junior high school students but also has an indirect alleviating effect by enhancing academic self-efficacy and strengthening achievement motivation.