CONCEPT AND THEORY OF TEST ANXIETY

시험불안(試驗不安)의 개념(槪念)과 이론(理論)

Test situations are relatively specific and are experienced by everyone. The major purposes of this overview are to review the current concepts and theories of test anxiety and based on this review to suggest future directions in test anxiety theory and research. Test anxiety can be explained in terms of drive-oriented approach. trait-state anxiety theory, cognitive theory, cognitive and emotional approach, and psychodynamic theory. Usually, high test-anxious students keep the following characteristics : 1) The test situation is seen as difficult, challenging and threatening. 2) The individual sees himself as ineffective, and inadequate in handling the task at hand. 3) The individual focuses on undesirable consequences of personal inadequacy. 4) Self-deprecatory preoccupations are strong and interfere or compete with task-relevant cognitive activity. 5) The individual expects and anticipates failure and loss of regard by others. Future directions in test anxiety research should be focused to elucidate the nature and construct of test anxiety and the etiological factors of test anxiety by conducting research on the relationship between parental or social attitude and test anxiety. The effects of test anxiety on memory, attention, and cue utilization should be performed to elucidate the relationship between test anxiety and performance.

시험불안은 여러 가지 이론에 의하여 설명될 수 있으나, 대표적인 가설로는 욕구이론적 접근, 특성-상태불안적 접근, 인지론적 접근 인지 및 감정적 ${\cdot}$ 접근, 역동적 접근등이 대표적인 가설들이라 하겠다. 시험불안은 한 개인에 있어서도 항상 일정한 상태에 있는 것은 아니며, 연령에 따라서 변화되는 특징이 있다고 볼 수 있다. 시험불안이 과제수행의 성취도에 미치는 영향에 대하여는 심한 불안으로 인한 인지적인 기능의 장애가 가장 중요한 요인인 듯하다. 본고에서는 이러한 시험불안의 과거의 이론들에 대한 종합을 하고 향후의 연구의 방향에 대한 제시를 하였다.