Research On The Relationship Among Personality Characteristics,Academic Efficacy And Test Anxiety Of High School Students

Test anxiety has always been a hot mental health problem among students,and the phenomenon of test anxiety is particularly prominent in high school students.By consulting a large number of literature,it was found that personality characteristics and academic self-efficacy are important factors affecting test anxiety in high school students.The review of the literature shows that previous studies on the relationship between the three were inadequate.This study hopes to provide theoretical basis and suggestions for relieving high school students’ test anxiety by exploring the relationship between high school students’ personality characteristics,academic self-efficacy and test anxiety.This study adopted the questionnaire survey,which involved participants of 486 senior high school students in Hanzhong,to study the relationship among personality characteristics,academic self-efficacy and test anxiety.After collecting the distributed questionnaire,spss23.0software was used to analyzes and process the data,so as to obtain the current situation of high school students’ test anxiety and the relationship between the three variables.According to the results of this study,the following conclusions were drawn:（1）In terms of test anxiety,there are significant differences in test anxiety among high school students in terms of gender and grade.The test anxiety score of girls is higher than that of boys;The test anxiety scores of students in the three grades vary significantly,ranging from the highest,the medium,to the lowest,which respectively correspond to senior one,senior three and senior two.（2）In terms of personality characteristics,there are significant gender differences in（P）psychoticism,（N）neuroticism and（L）concealment.The scores of（P）psychoticism of boys are noticeably higher than those of girls,while the scores of（n）neuroticism and（L）concealment of girls are much higher than those of boys;（P）Psychoticism,（E）introversion and extroversion,（N）neuroticism have obvious differences in family atmosphere.The scores of（P）psychoticism and（N）neuroticism from high to low are poor family atmosphere,general family atmosphere and good family atmosphere,and the scores of（E）introversion and extroversion from high to low are good family atmosphere,general family atmosphere and poor family atmosphere.（3）In terms of academic self-efficacy,differences also exist due to gender,grade,class cadre and family atmosphere.Among them,boys’ academic self-efficacy score is higher than that of girls;Significant differences in the scores of academic self-efficacy were shown among the three grades.The scores of academic self-efficacy from high to low are senior two,senior three and senior one;The scores of academic self-efficacy of students who are class cadres exceeds those who are not;The score of academic self-efficacy of students with good family atmosphere is higher than that of students with poor family atmosphere.（4）There exists evident correlation between high school students’ personality characteristics,academic self-efficacy and test anxiety.Survey results showed positive correlation between（N）neuroticism and test anxiety,as well as negative correlation between（P）psychoticism and test anxiety.There is also negative correlation between academic self-efficacy and test anxiety,and negative correlation between（N）neuroticism and academic self-efficacy and its dimensions,positive correlation was shown between（E）introversion and learning ability self-efficacy.（5）High school students’ personality characteristics and academic self-efficacy can predict test anxiety.（N）Neuroticism,（P）psychoticism,learning ability self-efficacy and learning behavior self-efficacy can directly affect test anxiety;（N）Neuroticism and（E）introversion and extroversion can indirectly affect test anxiety by affecting learning ability self-efficacy;（N）neuroticism can also indirectly affect test anxiety by affecting learning behavior self-efficacy.（6）By constructing a path model of high school students’ personality characteristics,academic self-efficacy and test anxiety,it was concluded in the thesis that the paths affecting high school students’ test anxiety could be divided into direct paths and indirect paths,among which the four direct paths are:（N）neuroticism→test anxiety;（P）Psychoticism→test anxiety;Learning ability self-efficacy →test anxiety;Learning behavior self-efficacy→test anxiety;and the three indirect paths are:（N）neuroticism→learning ability self-efficacy→test anxiety;（N）Neuroticism → learning behavior self-efficacy → test anxiety;（E）Introversion and extroversion→learning ability self-efficacy →test anxiety.Suggestions: According to the conclusions of this study,it was proposed in the thesis to start from three aspects: building a good personality,improving academic self-efficacy,rationally treating exams,and combining the cooperation of schools,parents and students to help high school students reduce exam anxiety.（1）Shape a good personality and improve the level of mental health.（2）Cultivate learning self-confidence and improve academic self-efficacy.（3）Treat exams rationally and effectively alleviate exam anxiety.