Study On The Relationship Between Academic Self-concept Achievement Motivation And Test Anxiety Of Medical Students

Test anxiety is a kind of overwhelming pain and uneasiness in students’ study life,which will have a negative impact on students’ body and mind and study.As a group of students with great academic pressure,medical students’ exam anxiety should be paid more attention.The purpose of this study was to improve the academic self-concept and achievement motivation of medical college students,reduce their test anxiety level,and prevent negative emotions caused by test anxiety from causing adverse effects on their mental health.This study provides feasible suggestions for cultivating good study habits of medical college students,and ultimately promotes the balance of physical and mental health in the life and study of medical college students.Objective: This study intends to investigate the current situation of academic self-concept,achievement motivation and test anxiety of medical college students in Yunnan Province,explore the correlation and potential impact of the three,and verify the mediating role of achievement motivation between academic self-concept and test anxiety of medical college students and the moderating role of gender.Methods: Using the questionnaire method,623 medical college students in Yunnan Province were surveyed by random sampling method using the General Academic Self Scale for Adolescents,the Achievement Motivation Scale and the Test Anxiety Scale.Data entry was performed through Epidata 3.1,and statistical analysis was conducted using SPSS 22.0.The data analysis results were further analyzed and validated by the semi-structured interview method and NVIVO 12.0.Results:(1)Medical students’ overall academic self-concept and its dimensions are at a higher level;The achievement motivation was at a low level,and the averting failure motivation was higher than the obtaining success motivation.The test anxiety showed a medium level,the detection rate of test anxiety was 61.16%,and the detection rate of higher test anxiety was 35.47%.(2)In the academic self-concept and dimensions of medical students,the score of female students is significantly higher than that of male students,the score of Han students is significantly higher than that of ethnic minorities,and the score of urban students is significantly higher than that of rural students;The score of students in different grades has significant difference in the perception of academic ability.The score of graduate students is higher than that of senior undergraduate group and higher than that of junior undergraduate group.There are significant differences in academic ability perception and academic self-concept among students of different majors.Medical students score higher than non-medical students in all dimensions.Students of different high schools have significant differences in academic ability perception,selfcontrol of academic behavior,and academic self-concept,and scores of key high schools are higher than those of ordinary high schools in all dimensions.There are significant differences in achievement motivation between genders and majors.Boys score higher than girls,and medical students score higher than non-medical students.The level of test anxiety was different in different majors,and the score of non-medical students was significantly higher than that of medical students.(3)There were significant positive correlations between academic self-concept(r=0.48),perception of academic competence(r=0.46),self-control of academic behaviour(r=0.40),the experience of academic pleasure(r=0.46),the value of academic achievement(r=0.32)and achievement motivation;academic self-concept(r=0.64),perception of academic competence(r=0.59),and academic behaviour self-control(r=0.53),academic pleasure experience(r=0.59),academic achievement value(r=0.50)and motivation to achieve success;there is a significant positive correlation between academic competence perception(r=-0.10),academic pleasure experience(r=-0.10),academic self-concept(r=-0.08)and motivation to avoid failure.There is a significant negative relationship between achievement motivation(r=-0.37),motivation to achieve success(r=-0.25)and test anxiety level,and a significant positive relationship between failure avoidance motivation(r=0.31)and test anxiety level.There were significant negative correlations between academic self-concept(r=-0.32),perception of academic competence(r=-0.30),academic behaviour self-control(r=-0.26),academic pleasure experience(r=-0.29),and academic achievement value(r=-0.23)and the level of test anxiety.(4)Academic self-concept(β=0.32),perceived academic ability(β=0.46),selfcontrol of academic behavior(β=0.40),experience of academic pleasure(β=0.46),value of academic achievement(β=0.32)positively predicted achievement motivation;Achievement motivation negatively predicts test anxiety.(5)Achievement motivation had an indirect effect value of-0.23(LLCI=-0.31,ULCI=-0.16)in the relationship between perception of academic ability and test anxiety,with confidence intervals not including 0.Achievement motivation had a partial mediating effect.(6)Achievement motivation had an indirect effect value of-0.29(LLCI=-0.39,ULCI=-0.20)with a confidence interval excluding 0 in the relationship between academic behaviour self-control and test anxiety,and achievement motivation had a partial mediating role.(7)Achievement motivation had an indirect effect value of-0.25(LLCI=-0.33,ULCI=-0.17)in the relationship between academic pleasure experience and test anxiety,with a confidence interval that did not include 0.Achievement motivation had a partial mediating effect.(8)Achievement motivation had an indirect effect value of-0.33(LLCI=-0.46,ULCI=-0.22)in the relationship between academic achievement value and test anxiety,with a confidence interval that does not include 0.Achievement motivation has a partial mediating role.(9)The indirect effect value of achievement motivation in the relationship between academic self-concept and test anxiety was-0.08(LLCI=-0.10,ULCI=-0.05),and the confidence interval did not include 0.Achievement motivation partially mediated the relationship between academic self-concept and test anxiety.(10)The product term of gender and academic self-concept had a significant predictive effect on test anxiety(β=0.16,t=3.27,p<0.05),and gender played a moderating effect in the direct effect of academic self-concept on test anxiety.Conclusions:(1)At present,medical college students in Yunnan Province have a high level of academic self-concept,a low level of achievement motivation,and a common phenomenon of exam anxiety.(2)Academic self-concept,achievement motivation and test anxiety of medical college students in Yunnan Province had significant differences in some demographic variables.(3)Academic self-concept,achievement motivation and test anxiety were significantly correlated with medical college students in Yunnan Province.(4)Academic achievement motivation of medical college students in Yunnan Province partially mediates the relationship between academic self-concept and test anxiety.(5)Gender plays a moderating role in the direct effect of academic self-concept on test anxiety.(6)The current causes of academic self-concept,achievement motivation and test anxiety of medical students have commonalities and characteristics,which change with individual differences,and also have certain common characteristics.(7)Further attention should be paid to the phenomenon of exam anxiety of medical college students.All aspects of society should timely discover their negative emotions and strengthen psychological counseling.