BACKGROUND: As Koreans have had great enthusiasm for education traditionally, most students have excessive anxiety about tests and such anxiety may cause several physical and psychological problems. But there are few studies on the relationship between test anxiety and family function. Therefore, in this study, we tried to figure out the relationship between test anxiety and family function in order to treat and educate patients who have excessive test anxiety. METHODS: In a survey study, the Korean Version of Test Anxiety Inventory and Olson's FACES III was administered to the 220 second year high school students of a single high school who live in Pusan. Two groups of students with high and low test anxiety levels (52 in each group) were selected based on the test anxiety scale ratings and analysis of their family adaptability and cohesion. RESULTS: In FACES III adaptability of high test anxiety group, there were 15 cases (28.8%) for rigid, 23 cases (44.2%) for structured, 11 cases (21.2%) for flexible and 3 cases (5.8%) for chaotic familes. In that of low test anxiety group, 2 cases (3.8%) for rigid, 16 cases (30.8%) for structured, 24 cases (46.2%) for flexible and 10 cases (19.2%) for chaotic familes. In FACES III cohesion of high test anxiety group, there were 2 cases (3.8%) for disengaged, 14 cases (26.9%) for separated, 20 cases (38.5%) for connected and 16 cases (30.8%) for enmeshed familes. In that of low test anxiety group 18 cases (34.6%) for disengaged, 22 cases (42.3%) for separated, 8 cases (15.4%) for connected and 4 cases (7.7%) for enmeshed familes. In FACES III family type of high test anxiety group, there were 24 cases (46.2%) for balanced, 20 cases (38.4%) for mid range and 8 cases (15.4%) for extreme familes. In that of low test anxiety group 24 cases (46.2%) for balanced, and 22 cases (42.3%) for mid range and 6 cases (11.5%) for extreme familes. CONCLUSION: Cohesion scale of high test anxiety group was higher than that of low test anxiety group and adaptability scale of low test anxiety group was higher than that of high test anxiety group.
Anxiety* ; Busan ; Education ; Humans ; Test Anxiety Scale

OBJECTIVES: The purpose of this study was to uncover the mediating effects of test anxiety on the relationship between socially prescribed perfectionism and academic burnout in enrolled in a dental hygiene department. METHODS: This study administered a survey consisting of the Socially Prescribed Perfectionism Scale, the Revised Test Anxiety Scale, and the Maslach Burnout Inventory-Student Survey to 310 female college students in the dental hygiene department at G City. The data were analyzed with correlation analysis using SPSS 21.0 and AMOS 20.0. partial mediating effects of test anxiety between socially prescribed perfectionism and academic burnout. RESULTS: The results suggest that the higher the levels of socially prescribed perfectionism, the greater the increase in academic burnout. In addition, socially prescribed perfectionism increases test anxiety when academic burnout is high. The analysis of mediating effects in the indirect path of the model revealed that adaptive socially prescribed perfectionism had a negative effect on academic burnout by increasing test anxiety. These findings and their implications were discussed. CONCLUSIONS: In order to reduce socially imposed perfectionism, it is necessary to reduce growing academic burnout, and test the value and success criteria of this model. There remains however, the fact that there is a need to focus on career goals and criteria that need to be met in order to be successful. By lowering test anxiety, psychological stability is improved and in turn, a stable college life enables dental hygiene students to more freely access psychological support. Therefore, a proactive attitude toward education is vital in preventing test anxiety and socially prescribed perfectionism.
Anxiety* ; Education ; Female* ; Humans ; Negotiating* ; Oral Hygiene* ; Test Anxiety Scale

OBJECTIVE: Several psychological characteristics of medical students were investigated, the relationhip between these characteristics and academic achievement was identified, and futhermore some significant predictors of their academic achievement were explored. METHOD: Subjects were a total of 489 medical students, 1st, 2nd, 3rd year in Chosun university as of in 1998. We administered self-report questionnaires including age, sex, grade failure, and transfer experience. And Beck Depression Inventory, Achievement Self-Discrepancy Scale, Self-Efficacy Scale, State-Trait Anxiety Inventory(state) Test Anxiety Scale, and the Inventory of Performance Anxiety were handed out to them on April 1998. After the semester, we examined the academic achievement according to grade point average. Pearson's correlations were calculated to explore the relationships between grade failure and other psychological variables, as well as the relationships between academic achievement and other psychological variables. The amount that academic achievement was explained by the psychological variables was obtained using multiple regression analysis. RESULT: 1)In 489 students, grade failure was 168(34.3%) non-failure was 321(65.7%) and transfer was 33(6.7%) 2)While G.P.A., performance anxiety, and self-efficacy, respectively, were negatively correlated with the failure, test anxiety was positively correlated with the grade failure. There were no statistically significant correlations between grade failure and depression, self-discrepancy, or state anxiety. 3)Academic achievement was positively correlated with both gender and self-efficacy, whereas it was negatively correlated with depression, self-discrepancy, test anxiety, and state anxiety, respectively. Female students were better than males in academic achievement. 4)The amount that age, gender, grade failure, transfer, depression, self-discrepancy, test anxiety, state anxiety, performance anxiety, and self-efficacy accounted for academic achievement was 10.86% totally. CONCLUSION: Gender, grade failure, and depression in medical students affected their academic achievement significantly.
Anxiety ; Depression ; Female ; Hand ; Humans ; Male ; Performance Anxiety ; Surveys and Questionnaires ; Students, Medical* ; Test Anxiety Scale

BACKGROUND: It is important to evaluate preoperative anxiety and prepare sedation when performing dental surgery under local anesthesia. Spielberger's State-Trait Anxiety Inventory (STAI) is useful for predicting preoperative anxiety. State anxiety is defined as a subjective feeling of nervousness. Reduction in the number of the state anxiety items (questions) will be clinically important in allowing us to predict anxiety more easily. METHODS: We analyzed the STAI responses from 1,252 patients who visited our institution to undergo dental surgery under local anesthesia. Multiple linear regression analysis was conducted for 9 groups comprising anxiety level determinations using the STAI; we then developed a coefficient of determination and a regression formula. We searched for a group satisfying the largest number of requirements for regression expression while setting any necessary conditions for accurately predicting anxiety before dental surgery under local anesthesia. RESULTS: The regression expression from the group determined as normal for preoperative state anxiety was deemed the most suitable for predicting preoperative anxiety. CONCLUSIONS: It was possible to reduce the number of items in the STAI by focusing on “Preoperative anxiety before dental surgery.”
Anesthesia, Local* ; Anxiety* ; Dental Anxiety ; Humans ; Linear Models ; Test Anxiety Scale

PURPOSE: To identify predictors of medical students' beliefs about intelligence among affective and cognitive factors, parental interest in children's education, and home economic status (HES). Of the 408 medical students who participated in this study, 398 completed and returned the questionnaires, yielding a total response rate of 97.5%. METHODS: Measures of students' beliefs about intelligence, intrinsic value, self-efficacy, test anxiety, cognitive strategies, self-regulation, parental interest in children's education, and HES were obtained. RESULTS: Spearman's correlations indicated that an entity theory of intelligence was negatively related to intrinsic value, self-efficacy, cognitive strategies, self-regulation, parental interest in children's education, and HES, and positively related to test anxiety. An incremental theory of intelligence was positively related to intrinsic value, self-efficacy, cognitive strategies, self-regulation, parental interest in children's education, and HES, and negatively related to test anxiety. Findings of independent t-tests showed that incremental theorists showed higher intrinsic value, self-efficacy, cognitive strategies, self-regulation, parental interest in children's education, and lower test anxiety than entity theorists. A binary logistic regression analysis showed that 72.9% of the medical students in the study were accurately classified as either incremental theorists or entity theorists with respect to intrinsic value, self-efficacy, test anxiety, and cognitive strategies. CONCLUSION: Medical educators need to be aware that medical students who have incremental beliefs about intelligence have higher intrinsic value, self-efficacy, cognitive strategies, and lower test anxiety than those who have fixed beliefs about intelligence. Perhaps a training program needs to be developed to enhance medical students' conceptions of intelligence based on the findings.
Anxiety ; Fertilization ; Humans ; Intelligence ; Logistic Models ; Parents ; Self Efficacy ; Students, Medical ; Test Anxiety Scale ; Surveys and Questionnaires

OBJECTIVES: We developed the short form of the Mentalization Improvement Program for Adolescent-Community Model (MIPAdo-CM-S), based on the concept of the mentalization. METHODS: The MIPAdo-CM was composed of 6 sessions and was applied to 133 students in the 1st grade of a middle school for six weeks during their regular school hours. After 6 weeks, we compared the endpoint changes of Adolescent Mental Problem Questionnaire-Revised (AMPQ-R), Emotional Empathy Test, Peer Aggression Scale, Peer Bullying Scale, School Adjustment Scale, Test Anxiety Inventory and Visual Analogue Scale between the subject and the control group. RESULTS: On the Visual Analoge Scale, students in the trial classes reported an increased understanding and respect for others, as well as themselves. CONCLUSION: The efficacy of MIPAdo-CM was subjective improvement of understanding and respect for both others and themselves. To prove objective usefulness of this program, further studies should be administered in the form of long-term, regular and structured courses.
Adolescent ; Aggression ; Bullying ; Child ; Empathy ; Humans ; Mental Health ; Test Anxiety Scale

OBJECTIVES: Sound and light (SL) stimulation has been used as a method to induce some useful mental states in the fields of psychology and psychiatry. It is believed that sound and light entrainment device (SLED) has some specific effects through synchronization of EEG in patients who use it. Theta frequency is believed to stimulate deep relaxation and short term memory processing. This study was conducted to evaluate if 4-10Hz SL stimulation can induce relaxation and improve short term memory function. METHODS: Ten medical students with no medical or psychiatric problems participated in this study. Subjects were randomly divided into two groups. One group was applied with real SLED was applied to one group (R group) and pseudo SLED to the other group (P group). The two groups were exposed to SL stimulation with SLED 15 minutes a day for 5 days, and after two days rest the two groups were switched over. The Korea Wechsler Adult Intelligence Scale (K-WAIS), Academic Motivation Tests (AMT), Test Anxiety Scale (TAS), Korea Auditory Verbal Learning Test (K-AVLT), and digit span were used to evaluate short term memory. Spielberger's State-Trait anxiety inventory and heart rate variability (HRV) test were used to evaluate degree of relaxation. RESULTS: Compared with S group, R group showed a significant improvement in K-AVLT and digit span after a single application of SL stimulation. But 5-day long application did not reveal any differences between the two groups. A significant change in HRV was observed in 5-day long application of SL stimulation after being switched over to other SLED. CONCLUSION: This pilot study suggests that 4-10Hz SL stimulation has some positive influences on short term memory and relaxation.
Adult ; Anxiety ; Electroencephalography ; Heart Rate ; Humans ; Intelligence ; Korea ; Memory ; Memory, Short-Term* ; Motivation ; Pilot Projects* ; Psychology ; Relaxation ; Students, Medical ; Test Anxiety Scale ; Verbal Learning

OBJECTIVETo explore the relationship between test anxiety and personality, self-esteem in grade one senior high school students.

METHODSTotally 538 senior high school students of grade one were investigated by Test Anxiety Scale (TAS), Eysenck Personality Questionnaire (EPQ) and Self-Esteem Scale (SES) in a Senior High School in Shandong Province.

RESULTSThe prevalence of test anxiety among all the surveyed students was rated 65.2%. The Psychoticism (P) (51.60 +/- 9.66) or Neuroticism (N) (51.57 +/- 10.75) factor score of EPQ in students with test anxiety was significantly higher than that in students without test anxiety (48.07 +/- 8.62, 45.65 +/- 10.14) (P < 0.001), while the Extroversion or Introversion (E) score (50.76 +/- 11.09) was on the contrary (53.68 +/- 11.60) (P < 0.01). The total score of TAS was significantly positively related to the P (r = 0.14) and N (r = 0.36) factor score and significantly negatively related to the E factor score of EPQ (r = -0.15) (P < 0.001). The prevalence of test anxiety in introversive students (72.3%) was higher than that in extroversive students (53.2%) (P < 0.05), and that in students with unstable emotion (81.4%) and in students with apparent psychoticism (84.1%) were also higher than that in those with stable emotion (41.0%) and in those without psychoticism (57.7%) (P < 0.01). The total score of SES in students with test anxiety (29.12 +/- 4.41) was significantly lower than that in students without test anxiety (30.29 +/- 4.25) (P < 0.01). The total score of TAS was significantly negatively related to the total score of SES (r = -0.23) (P < 0.001).

CONCLUSIONTest anxiety should be related to the personality and self-esteem, and the prevalence of test anxiety in introversive, unstable emotional, apparent psychoticism or low self-esteem students should be higher.

Adolescent ; Anxiety ; psychology ; China ; Educational Measurement ; Female ; Humans ; Individuation ; Male ; Personality ; Self Concept ; Students ; psychology ; Test Anxiety Scale ; statistics & numerical data