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Investigation on Test Anxiety and Coping Style of Middle School Students in Different Nationalities

机译：不同民族中学生考试焦虑及应对方式的调查

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Background: To provide a theoretical basis for formulating effective measures to relieve test anxiety, we understand the current situation of examination anxiety and coping styles of middle school students from different ethnic groups. Methods: A stratified cluster random sampling survey was conducted on 251 junior middle school students in a middle school in Minhe County, Qinghai Province, using the middle school students’ test anxiety factors questionnaire (IFTAS) and the middle school students’ coping styles scale (CSS). Results: 1) Increasing the grades and ages, the score of different nationalities of middle school students’ test anxieties were higher( F = 4.795, P < 0.05; F = 2.468, P < 0.05); 2) The middle school students’ coping style of “ pointing to the problem” had statistical significance among grades ( F = 6.673, P < 0.05). 3) “ Pointing to emotional response” had statistical significance among the genders in the middle school students ( t = 2.421, P < 0.05). 4) An analysis of the correlation between test anxiety and coping styles among middle school students showed that the relationship between self-esteem and emotional response was highest ( r = 0.395, P < 0.01). 5) The gradual regression analysis of test anxiety and coping style of junior high school students show that “escaping”, “seeking social support” and “endur ance” were the factors of anxiety of exam in junior high school students. Conclusions: Different national middle school students’ test anxiety problems more serious, and most middle school students use “escape” and “seeking social support”, “patience” approach. We should guide students to produce the correct coping style.
机译：背景：为了为制定缓解考试焦虑的有效措施提供理论依据，我们了解了不同民族中学生考试焦虑和应对方式的现状。 方法：采用中学生考试焦虑因子问卷（IFTAS）和中学，对青海省民和县某中学的251名初中学生进行分层整群随机抽样调查。学生的应对方式量表（CSS）。 结果：1​​）随着年级和年龄的增长，中学生考试焦虑的不同民族得分都更高（ F = 4.795， P <0.05; F = 2.468， P <0.05）; 2）中学生“指向问题”的应对方式在各年级之间具有统计学意义（ F = 6.673， P <0.05）。 3）“指向情绪反应”在中学生中具有统计学意义（ t = 2.421， P <0.05）。 4）中学生考试焦虑与应对方式之间的相关性分析表明，自尊与情绪反应之间的关系最高（ r = 0.395， P <0.01）。 5）初中生考试焦虑和应对方式的逐步回归分析表明，“逃避”，“寻求社会支持”和“耐力”是初中生考试焦虑的因素。 结论：不同的国家中学生的考试焦虑问题更加严重，大多数中学生使用“逃避”和“寻求社会支持”，“耐心”的方法。我们应该引导学生产生正确的应对方式。

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