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

Abstract

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.