医学院大学生考试焦虑与主观课业负担和成就动机的相关研究

发布时间：2018-05-20 16:39

本文选题：医学院 + 考试焦虑　；参考：《河北师范大学》2011年硕士论文

【摘要】：我国正处于高速发展阶段,急需各种行业的大量人才,在这种背景下,人才之间的竞争也日趋激烈,而选拔人才最基本,最主要的手段就是各级各类的考试。作为社会人才储备库的大学就变成了人才竞争最激烈的阵地,大学生们时刻要面临着各式各类的考试,有些考试甚至会决定其一生的命运。在这种大背景下,很多大学生免不了会出现不同程度的考试焦虑。考试焦虑的出现会在很多方面的危害。轻者影响大学生考试的正常发挥,造成考试成绩下降。重者会让学生感到忧虑、对考试产生恐惧、学习信心不足,日常学习中注意力不集中,影响正常思维,甚至会在考试中出现暂时性遗忘。长此以往,会加重考试焦虑,以至于极少数大学生会出现晕场甚至会在临考之前作出某种过激行为。严重的影响了大学生心理和生理的健康。医学生作为大学生中比较特殊的群体之一,其课程设置多、学习负担重、学习压力大、竞争激烈。因此,我们有必要对大学生考试焦虑的问题做一些有意义的研究,并为大学生提供一些行之有效的自我调适方法。本文旨在分析大学生考试焦虑的分布与规律性问题。以及主观课业压力和性别对于考试焦虑的形成影响,为各高校有的放矢的开展关于缓解考试焦虑的心理健康教育提供实证参考。该研究采取整群随机抽样的方法从承德医学院的临床医学本科、心理学本科、中西医临床医学本科三个专业中选取有效被试600名。采用美国著名临床心理学家Irwin G. Sarason教授于1978年编制完成的考试焦虑量表(TAS)、主观课业负担量表、成就动机量表,三个量表为测量工具。首先探讨了对于大学生考试焦虑的调查、主观课业负担对大学生考试焦虑的影响以及成就动机与考试焦虑之间的关系,最后通过对于三者的分析,找出大学生考试焦虑的规律性问题。研究结果表明: 1.大学生课业压力与考试焦虑之间存在显著性相关。 2.大学生成就动机的积极因素与考试焦虑之间存在着显著性相关。 3.大学生成就动机的消极因素与考试焦虑之间存在显著性相关。 4.性别在考试焦虑、成就动机、课业压力之间不存在显著性差异。 5.不同专业在考试焦虑、成就动机、课业压力之间存在着显著性差异。 6.不同年级之间在考试焦虑上存在显著性差异。
[Abstract]:Our country is in the high speed development stage, urgently needs each kind of profession massive talented person, under this kind of background, the talented person competition also day by day intense, and the selection talented person most basic, the most important means is each level each kind of examination. As the reserve of social talents, universities have become the most fierce competition for talents. College students are always faced with all kinds of examinations, some of which will even determine the fate of their lives. In this context, many college students will inevitably appear different levels of test anxiety. The appearance of test anxiety can be harmful in many ways. The light person affects the normal exertion of the university student examination, causes the examination result to drop. What is more, students are worried, fear of exams, lack of confidence in learning, lack of attention in daily study, affect normal thinking, and even temporarily forget in the test. In the long run, test anxiety is exacerbated, so that very few college students become dizzy and even act exceedingly before taking the exam. Seriously affected the psychological and physical health of college students. As one of the special groups among college students, medical students have many courses, heavy learning burden, great learning pressure and fierce competition. Therefore, it is necessary for us to do some meaningful research on the problem of college students' test anxiety, and provide some effective self-adjustment methods for college students. The purpose of this paper is to analyze the distribution and regularity of college students'test anxiety. And the influence of subjective schoolwork pressure and gender on the formation of test anxiety, which provides an empirical reference for colleges and universities to carry out psychological health education to alleviate test anxiety. In this study, 600 effective subjects were selected from three major subjects of Chengde Medical College, including Clinical Medicine, Psychology and Clinical Medicine of traditional Chinese and Western Medicine by cluster random sampling. The test anxiety scale, the subjective workload scale, the achievement motivation scale, and the three scales, which were developed by Professor Irwin G. Sarason, a famous American clinical psychologist in 1978, were used as measurement tools. First of all, it discusses the investigation of college students' test anxiety, the influence of subjective workload on college students' test anxiety, and the relationship between achievement motivation and test anxiety. Finally, through the analysis of the three factors, Find out the regularity of college students'test anxiety. The results show that: 1. There is a significant correlation between the stress and test anxiety of college students. 2. There is a significant correlation between the positive factors of college students' achievement motivation and test anxiety. 3. There is a significant correlation between the negative factors of college students' achievement motivation and test anxiety. 4. There was no significant difference in test anxiety, achievement motivation and academic stress. 5. There are significant differences among different majors in test anxiety, achievement motivation and academic stress. 6. There were significant differences in test anxiety among different grades.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：B844.2

【参考文献】