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J. Korean Home Econ. Assoc > Volume 50(1); 2012 > Article
Journal of the Korean Home Economics Association 2012;50(1):79-88. doi: https://doi.org/10.6115/khea.2012.50.1.079
The Interaction Effects on Test Anxiety of Elementary School Students by Academic Self-Efficacy and Test Anxiety Coping Styles
Yeon-suk Yang, Jung-im Kwon
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.
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.
Keywords: test anxiety, academic self-efficacy, test anxiety coping styles
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