Department of Education and Counseling for Children, Daejeon University
Corresponding Author:
Yeon-suk Yang ,Tel: +82-42-280-2450, Fax: +82-42-280-2450, Email: ysyang@dju.kr
Received: October 1, 2011; Revised: October 6, 2011 Accepted: December 2, 2011.
ABSTRACT
The purpose of this study was to examine the interaction effects of children’s academic self-efficacy and to test their anxiety coping style in terms of their test anxiety. We conducted a questionnaire survey with 193 sixth-graders in an elementary school. The results of this study are summarized as follows. First, the children were more worried about emotionality to test anxiety, and used problem-focused coping significantly more frequently than emotionfocused coping. In addition, female children demonstrated more emotionality and worry about test anxiety and used emotion-focused coping for test anxiety more frequently. Second, emotionality was higher when emotion-focused coping was used. In the case where the level of problem-focused coping was high, emotionality was higher when academic self-efficacy was high. Children’s worry was lower when the level of problem-focused coping was high and when the level of emotion-focused coping was low. In female children, however, worry increased when the level of problem-focused coping was low and the level of emotion-focused coping was high.
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