CAJ | 학술논문

目的探讨父母教育心理控制源和心理健康状况对学生考试焦虑的影响.方法 2009年整群随机抽取大连市1000名中学生及其父母为作为研究对象.采用一般问卷、Sarason考试焦虑量表、症状自评量表(SCL-90)、子女教育心理控制源量表(PLOC)进行调查.结果学生考试焦虑轻、中、重度分别为28.8%,45.0%和26.2%,有感焦虑55.8%.重度考试焦虑女生人数高于男生(x2=9.284,P=0.010),考试焦虑女生(16.42±6.70)比男生重(15.18±6.51)(t=2.716,P=0.007);考试焦虑与父母心理健康(SCL-90)因子分均呈显著正相关(r父1-11=0.166～0.272,P父1～11=0.000;r母1～11=0.182～0.242,P母1～11=0.000);考试焦虑与父母教育成效、父亲对命运的信念、父亲对子女的控制、子女对父亲的控制正相关(r1～5=0.075～0.143;P1～5=0.000～0.030),与自我期待、父母给的压力、父母对生活包办态度、父母亲生活压力正相关(r1～6=0.068～0.230;P1～6=0.000～0.050),与父母对子女尊重态度、父亲夫妻感情、父母和子女沟通时间、母亲对学习的了解、母亲的期望值七项因素负相关(r1～7=-0.074～-0.140;P1～7=0.000～0.034);进入有感考试焦虑回归方程的是:父亲躯体化、母亲精神病性、父母给的压力、母亲期望值、自我期待、父亲对子女的控制(OR1～6=0.675～3.029;P1～6=0.000～0.007).结论学生考试焦虑问题严重;女生发生率高,而且严重;考生焦虑的主要影响因素是父亲躯体化、母亲精神病性、父母给的压力、母亲期望值、自我期待、父亲对子女的控制,其中三项来自父亲.
목적 탐토부모교육심리공제원화심리건강상황대학생고시초필적영향.방법 2009년정군수궤추취대련시1000명중학생급기부모위작위연구대상.채용일반문권、Sarason고시초필량표、증상자평량표(SCL-90)、자녀교육심리공제원량표(PLOC)진행조사.결과 학생고시초필경、중、중도분별위28.8%,45.0%화26.2%,유감초필55.8%.중도고시초필녀생인수고우남생(x2=9.284,P=0.010),고시초필녀생(16.42±6.70)비남생중(15.18±6.51)(t=2.716,P=0.007);고시초필여부모심리건강(SCL-90)인자분균정현저정상관(r부1-11=0.166～0.272,P부1～11=0.000;r모1～11=0.182～0.242,P모1～11=0.000);고시초필여부모교육성효、부친대명운적신념、부친대자녀적공제、자녀대부친적공제정상관(r1～5=0.075～0.143;P1～5=0.000～0.030),여자아기대、부모급적압력、부모대생활포판태도、부모친생활압력정상관(r1～6=0.068～0.230;P1～6=0.000～0.050),여부모대자녀존중태도、부친부처감정、부모화자녀구통시간、모친대학습적료해、모친적기망치칠항인소부상관(r1～7=-0.074～-0.140;P1～7=0.000～0.034);진입유감고시초필회귀방정적시:부친구체화、모친정신병성、부모급적압력、모친기망치、자아기대、부친대자녀적공제(OR1～6=0.675～3.029;P1～6=0.000～0.007).결론 학생고시초필문제엄중;녀생발생솔고,이차엄중;고생초필적주요영향인소시부친구체화、모친정신병성、부모급적압력、모친기망치、자아기대、부친대자녀적공제,기중삼항래자부친.
Objective To find out parental locus of control and mental health affecting students test anxiety. Methods The samples were from 5 middle schools including 1000 students,and their parents. They were investigated with the general life scales, Sarason's test anxiety scale, Symptom checklist 90 (SCL-90)and Parenting Locus of Control Scale(PLOC). Results The ratio of test anxiety: the mild was 28.8%, moderate was 45.0%, severe was 26.2% ,and felt anxiety was 55.8%. Ratio of test anxiety was higher in the boy students (X2=9.284, P =0.010) ,and heavier(F:16.42±6.70; M:15.18 ±6.51, t=2.716, P=0.007). Student test anxiety was significantly positively correlated with their parental mental health (r fatherl～11=0.166～0.272, Pfather l～11= 0.000;r mother 1～11=0.182～0.242, P mother 1～11= 0.000); Student test anxiety positively correlated with the effectiveness cof parents education, father's belief on the fate, eontrol of fathers for their children, locus of control from fathers (r1～5=0.075～0.143; P1-5=0.000～0.030);felt anxiety positively correlated with self-expect ,pressure from their mothers,over take care attitude from their parents,self-pressure from their parents( r1～6=0.068～0.230; P1-6=0.000～0.050) ,and negatively correlated with respect attitude of parents for their child, Marital relations,Communication time between the students and their parents,attitude of mother for learning( r1-7=-0.074～-0.140;P1～7=0.000～0.034). Felting test anxiety was served as a dependent factor, some factors enter the regression equation,and they were somatization of father, psychotic mother, the pressure from parents, mother over expectations, self-expectations ,the child control from student's father by Logistic regression analysis ( OR1～16=0.675～3.029;P1-6=0.000～0.007). Conclusion Students test anxiety is a common problem in male and female students. Mental health and locus of control from students' parents show test anxiety has somatization of father, psychotic mother, the pressure from parents, mother' expectations,self-expectations, the control of father for the child 6 risk factors.