大学生群体考试焦虑与心理健康的相关性研究

目的探讨大学生考试焦虑与心理健康之间的关系，以便为大学生心理健康方面的研究提供实证依据。方法本研究采用问卷调查法，使用考试焦虑综合诊断量表（SRITA）及症状自评量表（SCL-90）对陕西师范大学、西安交通大学、西北政法大学3所院校共360名本科生进行了问卷调查。结果①大学生考试焦虑与心理健康之间存在显著负相关（r=-0．388；P〈0．01）。②不同考试焦虑程度被试心理健康水平差异有统计学意义（F=3．775；P〈0．05），不同考试焦虑程度被试在因子1、3、4、7、8、9上表现差异有统计学意义（F值分别为：3．534，3．372，5．136，3．641，4．201，4．119；P〈0．05）；在因子2、5上表现差异有统计意义（F=6．830，F=5．952；P〈0．01）。③考试焦虑综合诊断量表分量表A与心理健康症状自评量表因子2、4、9存在显著负相关（r值分别为：-0．368，-0．375，-0．271；P〈0．05）。分量表B与因子2、4、5、8、9、10存在显著负相关（r值分别为：-0．488，-0．369，-0．269，-0．373，-0．335；P〈0．05）。分量表C与因子4存在显著负相关（r=-0．342；PG0．01）。分量表D与因子1、2、3、4、5、7、8、9、10存在显著负相关（r值分别为：-0．345，-0．419，-0．255，-0．420，-0．333，-0．315，-0．361，-0．411，-0．258；P〈O．05）。分量表E与因子1、2、3、4、5、9存在显著负相关（r值分别为：-0．269，-0．359，-0．272，-0．344，-0．409，-0．247；PG0．05）。分量表F与因子2、3、4、5、8、9、10存在显著负相关（r值分别为：-0．475，-0．334，-0．511，-0．312，-0．372，-0．412，-0．302；Pd0．01）。分量表G与因子1、2、5、9存在显著负相关（r值分别为：-0．276，-0．297，-0．255，-0．267；PG0．05）。④考试焦虑5个维度的焦虑源进入了心理健康的回归方程（P〈0．05），联合解释力为24．3％。结论大学生考试焦虑与心理健康之间关系密切，考试焦虑程度对心理健康水平影响十分明显，并且不同焦虑源产生的考试焦虑在心理健康不同维度上对应的表现呈现出不同。

RESEARCH ON THE RELATION BETWEEN ANXIETY DURING COLLEGE STUDENTS＇ EXAM AND MENTAL HEALTH

Objective To explore the relation between anxiety during college students＇ exam and mental health, and provide solid evidence for the study of mental health. Methods Three hundred and sixty college students were asked to answered SRITA questionnaire and SCL - 90 questionnaire from Shanxi Normal University, Xian Jiaotong University and Northwest University of Politics and Law. Results （1） There was a significant negative relation between anxiety during college students＇ exam and mental health （ r = -0. 388;P〈0.01）.（2）There was a significant difference mental health in anxiety extent during exam and factor 1, 2, 3, 4, 5, 7, 8, 9 had significant difference in the level of anxiety extent during exam（F = 3. 775,F= 3. 534,F= 6. 830,F= 3. 372,F= 5. 136,F= 3. 641,F= 5. 952,F= 4. 201,F= 4. 119;P〈0.05）. （3） There was a singificant negative relation between Test- A and factor 2, 4, 9（r = - 0. 368 , r = - 0. 375, r = - 0. 271 ;P〈0.05）. There was a singifieant negative relation between Test - B and factor 2, 4, 5, 8, 9, 10（r= -0.488,r= -0.369,r= -0.269,r= -0.373,r= -0.335;P〈0.05）. There was a singificant negative relation between Test- C and factor 4 （r = - 0. 342;P〈0.01）, There was a singificant negative relation between Test-D and factor 1, 2, 3, 4, 5, 7, 8, 9, 10（r= -0.345,r= -0.419,r= -0.255,r = - 0. 420,r = - 0. 333, r = - 0. 315, r = - 0. 361, r = - 0. 411, r = - 0. 258 ; P〈0.05 ）. There was a singificant negative relation between Test- E and factor 1, 2, 3, 4, 5, 9（r = - 0.269,r = -0.359,r= -0. 272,r= -0. 344,r= -0. 409,r= -0. 247;P〈0, 05）. There was a strong negative relation between Test-Fandfactor2, 3, 4, 5, 8, 9, 10（r= -0.475,r= -0.334,r= -0.511,r= -0.312,r= -0.372,r = - 0. 412,r = - 0.302;P〈0.01）. There was a singificant negative relation between Test - G and factor 1, 2, 5, 9（r= -0.276,r= -0.297,r= -0.255,r= -0.267;P〈0.05）. （4）Five dimensions of the test anxiety entered the regression equation of mental health （ P 〈 0, 05 ）, and the explanatory power was 24.3 %. Conclusion The relation between college anxiety during students＇ exam and mental health is closely that the level of mental health will descend when the extent of test anxiety is aggravate.