Individual and Socioenvironmental Factors Affecting Test Anxiety in Adolescents.
- Author:
Jong Ho SUNG
1
;
Young Sik LEE
;
Kil Hong LEE
Author Information
1. Department of Neuropsychiatry, College of Medicine, Chung Ang University, Seoul, Korea.
- Publication Type:Original Article
- Keywords:
Test anxiety;
School achievement;
Individual factors;
Socioenvironmental factors
- MeSH:
Adolescent*;
Anxiety Disorders;
Anxiety*;
Appointments and Schedules;
Child;
Education;
Female;
Humans;
Mothers;
Psychology;
Seoul
- From:Journal of Korean Neuropsychiatric Association
1999;38(3):571-582
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
OBJECTIVES: This study was done to investigate the relationship between test anxiety and individual, socioenvironmental factors in adolescents. Also, this study assessed whether two components, worry and emotionality, of test anxiety were distinctly distinguished or not, and whether test anxiety was specific state anxiety limited to test situation or a part of general trait anxiety. METHODS: The subjects of this study were 880 middle and high school students in Seoul. To evaluate test anxiety level, we used Spielberg's Test Anxiety Inventory. For the evaluation of individual psychological factors, Rosenberg's self-esteem scale, Maudsley's Obsessive-Compulsive Inventory, Lee's the Korean version of Fear-Anxiety Survey Schedule for Children, and Ellis' Demand for Approval scale were applied. RESULTS: The results were as follows. 1) Test anxiety level was higher in girls, first grade middle school students, offspring's of high school graduate mother, and high economic class but there was no significant difference in school characteristics and residence location. 2) Test anxiety was correlated negatively with self-esteem, I.Q. and correlated positively with obsessive-compulsiveness, demand for approveness, especially general fear-anxiety(r=0.47). So although test anxiety occurs in test situation, test anxiety is a part of general trait anxiety affected by individual psychologic factors. 3) The better school achievement subjects showed the lower worry component of test anxiety. 4) Two components, worry and emotionality, of test anxiety were not distinctly distinguished in this study. CONCLUSION: In summary, first, Worry and Emotionality of test anxiety were not markedly different from according to adolescent's psychological factor, sociodemographic factor but performance achievement was significantly correlated with Worry of test anxiety. Second, although test anxiety was occurred in specific situations as test, test anxiety was affected individual psychological factor so defined by a series of anxiety disorder. Third, only Worry of test anxiety was correlated with performance achievement and Wory and Emotionality were correlated with psychological factor. Forth, mother's education level was significantly correlated with test anxiety, this means that mother has the wish to compensate the her inferiority through her offspring and mother strongly affect to adolescent's psychological state.
