大专新生考试焦虑水平与学习行为、效果的关系

目的了解大学生考试焦虑状态与学习行为和学习效果的关系。方法焦虑程度评价采用TAS焦虑状态自测量表，通过问卷调查大学生的学习行为并统计学习成绩，结果用SPSS统计软件分析。结果不同专业TAS评分和焦虑程度构成差异均有统计学意义。性别、家庭经济状况、居住环境对TAS评分和焦虑构成的影响没有统计学意义。焦虑程度越高，学习成绩越低，而补考率却越高。考试焦虑程度还与某些学习行为有关。结论大学新生考试焦虑现象有较明显的专业差异，与某些学习行为有关，并影响学习效果。

Relationship among college freshmen's anxious status in testing and studying behaviors and studying result

Objective To understand the relationship among junior college students' anxious status in testing and studying behaviors and studying result. Methods TAS anxiety scale was used for the evaluation of anxious status, and data were analyzed by SPSS software. Results Statistical significance was observed among different specialties. Sex, socioeconomic status and living environment did not affect TAS score. The higher the anxious status was, the worse the studying results will be. The anxious status was associated with some studying behaviors. Conclusions Anxiety was correlated with specialities and studying behaviors, and affected studying result.