本文選題：醫(yī)學(xué)院 + 考試焦慮　； 參考：《河北師范大學(xué)》2011年碩士論文

【摘要】：我國正處于高速發(fā)展階段,急需各種行業(yè)的大量人才,在這種背景下,人才之間的競爭也日趨激烈,而選拔人才最基本,最主要的手段就是各級(jí)各類的考試。作為社會(huì)人才儲(chǔ)備庫的大學(xué)就變成了人才競爭最激烈的陣地,大學(xué)生們時(shí)刻要面臨著各式各類的考試,有些考試甚至?xí)䴖Q定其一生的命運(yùn)。在這種大背景下,很多大學(xué)生免不了會(huì)出現(xiàn)不同程度的考試焦慮�？荚嚱箲]的出現(xiàn)會(huì)在很多方面的危害。輕者影響大學(xué)生考試的正常發(fā)揮,造成考試成績下降。重者會(huì)讓學(xué)生感到憂慮、對(duì)考試產(chǎn)生恐懼、學(xué)習(xí)信心不足,日常學(xué)習(xí)中注意力不集中,影響正常思維,甚至?xí)诳荚囍谐霈F(xiàn)暫時(shí)性遺忘。長此以往,會(huì)加重考試焦慮,以至于極少數(shù)大學(xué)生會(huì)出現(xiàn)暈場甚至?xí)谂R考之前作出某種過激行為。嚴(yán)重的影響了大學(xué)生心理和生理的健康。 醫(yī)學(xué)生作為大學(xué)生中比較特殊的群體之一,其課程設(shè)置多、學(xué)習(xí)負(fù)擔(dān)重、學(xué)習(xí)壓力大、競爭激烈。因此,我們有必要對(duì)大學(xué)生考試焦慮的問題做一些有意義的研究,并為大學(xué)生提供一些行之有效的自我調(diào)適方法。本文旨在分析大學(xué)生考試焦慮的分布與規(guī)律性問題。以及主觀課業(yè)壓力和性別對(duì)于考試焦慮的形成影響,為各高校有的放矢的開展關(guān)于緩解考試焦慮的心理健康教育提供實(shí)證參考。 該研究采取整群隨機(jī)抽樣的方法從承德醫(yī)學(xué)院的臨床醫(yī)學(xué)本科、心理學(xué)本科、中西醫(yī)臨床醫(yī)學(xué)本科三個(gè)專業(yè)中選取有效被試600名。采用美國著名臨床心理學(xué)家Irwin G. Sarason教授于1978年編制完成的考試焦慮量表(TAS)、主觀課業(yè)負(fù)擔(dān)量表、成就動(dòng)機(jī)量表,三個(gè)量表為測量工具。首先探討了對(duì)于大學(xué)生考試焦慮的調(diào)查、主觀課業(yè)負(fù)擔(dān)對(duì)大學(xué)生考試焦慮的影響以及成就動(dòng)機(jī)與考試焦慮之間的關(guān)系,最后通過對(duì)于三者的分析,找出大學(xué)生考試焦慮的規(guī)律性問題。研究結(jié)果表明: 1.大學(xué)生課業(yè)壓力與考試焦慮之間存在顯著性相關(guān)。 2.大學(xué)生成就動(dòng)機(jī)的積極因素與考試焦慮之間存在著顯著性相關(guān)。 3.大學(xué)生成就動(dòng)機(jī)的消極因素與考試焦慮之間存在顯著性相關(guān)。 4.性別在考試焦慮、成就動(dòng)機(jī)、課業(yè)壓力之間不存在顯著性差異。 5.不同專業(yè)在考試焦慮、成就動(dòng)機(jī)、課業(yè)壓力之間存在著顯著性差異。 6.不同年級(jí)之間在考試焦慮上存在顯著性差異。
[Abstract]:Our country is in the high speed development stage, urgently needs each kind of profession massive talented person, under this kind of background, the talented person competition also day by day intense, and the selection talented person most basic, the most important means is each level each kind of examination. As the reserve of social talents, universities have become the most fierce competition for talents. College students are always faced with all kinds of examinations, some of which will even determine the fate of their lives. In this context, many college students will inevitably appear different levels of test anxiety. The appearance of test anxiety can be harmful in many ways. The light person affects the normal exertion of the university student examination, causes the examination result to drop. What is more, students are worried, fear of exams, lack of confidence in learning, lack of attention in daily study, affect normal thinking, and even temporarily forget in the test. In the long run, test anxiety is exacerbated, so that very few college students become dizzy and even act exceedingly before taking the exam. Seriously affected the psychological and physical health of college students. As one of the special groups among college students, medical students have many courses, heavy learning burden, great learning pressure and fierce competition. Therefore, it is necessary for us to do some meaningful research on the problem of college students' test anxiety, and provide some effective self-adjustment methods for college students. The purpose of this paper is to analyze the distribution and regularity of college students'test anxiety. And the influence of subjective schoolwork pressure and gender on the formation of test anxiety, which provides an empirical reference for colleges and universities to carry out psychological health education to alleviate test anxiety. In this study, 600 effective subjects were selected from three major subjects of Chengde Medical College, including Clinical Medicine, Psychology and Clinical Medicine of traditional Chinese and Western Medicine by cluster random sampling. The test anxiety scale, the subjective workload scale, the achievement motivation scale, and the three scales, which were developed by Professor Irwin G. Sarason, a famous American clinical psychologist in 1978, were used as measurement tools. First of all, it discusses the investigation of college students' test anxiety, the influence of subjective workload on college students' test anxiety, and the relationship between achievement motivation and test anxiety. Finally, through the analysis of the three factors, Find out the regularity of college students'test anxiety. The results show that: 1. There is a significant correlation between the stress and test anxiety of college students. 2. There is a significant correlation between the positive factors of college students' achievement motivation and test anxiety. 3. There is a significant correlation between the negative factors of college students' achievement motivation and test anxiety. 4. There was no significant difference in test anxiety, achievement motivation and academic stress. 5. There are significant differences among different majors in test anxiety, achievement motivation and academic stress. 6. There were significant differences in test anxiety among different grades.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類號(hào)】：B844.2

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