The Journal of Korean Society for School & Community Health Education
/
v.13
no.1
/
pp.77-87
/
2012
This study is a descriptive paper addressing the relationship between test anxiety, self-esteem and the mental health levels of freshmen and third year students of Dental Hygienics. In late 2011, we received a total of 298 questionnaires from freshmen and third year Dental Hygienics students of three South Korean universities, located specifically in Seoul and Gyeonggi-do. The timing of this questionnaire was significant because it was one week prior to midterm examinations. The results were as follows:1. There was a statistically significant relationship between age (t=3.017, p<.001) and grade(t=2.665, p<0.05), subjective health status(t=27.513, p<.001). 2. The lower the participants' reported mental health in general, the higher their level of test anxiety (r=.565, p<.001), broken down into two subdivisions: cognitive text anxiety (r=526, p<.001) and emotional test anxiety (r=.534, p<.001). 3. When considering the factors that influence the general mental health of participants, there were age differences. For first year students, their subjeetive health status (${\ss}$=-.300, p<.001) and test anxiety (${\ss}$=.530, p<.001) were significant. For third year students, this was also true (subjective mental condition: ${\ss}$=-.242, p<.001 and test anxiety: ${\ss}$=.350, p<.001) but self-worth was also significant (${\ss}$=.377, p<.001). The results of this study suggest that the key factors that influence the mental health level of students Dental Hygienics are test anxiety, subjective appraisal of health level, and general self-worth. A systematic approach is therefore needed to improve students' mental health and reduce test anxiety. Health management programs which address and test students' physical health will also be important in improving student performance and welfare.
This study is to identify perceptions and response degrees of anxiety for each factor, targeting patients for CT test and analyze the relations between factors. It is to provide scientific fundamental data to reduce anxiety by improving awareness of patients about CT test by analyzing relations between variables. The subjects of this study were surveyed in self-writing type, targeting 263 patients for CT test in the department of radiology at three University hospitals from July to September, 2010. This survey was executed once by a structured self-administered survey type. The targeting patients for CT test of anxiety will investigate for affect. Anxiety by each CT test variables depending on CT test-related features showed independent variable is Expense Responsibility, Economic burden, Sufficient explain, Explain agent, Endoscope, Biopsy, Pre treatment, Previous experience, CT side effect experience, Side effect of contrast medium and dependent variable is physical, Hospital staff, Hospital environment, Socioeconomic These used statistics program SPSS (ver. 13.0). Summarizing the above results of this study, awareness of anxiety and response to it in each variable under CT test appeared significant differences in economic burdens, state anxiety, pre-treatment anxiety, exposure anxiety to radiation, and anxiety of side effect. Therefore, pre-treatment before test and pre-training programs on chemical poison of contrast medium and side effect seem to be able to release patients' anxiety level for CT test. Ways to meditate these anxiety variables and reduce degree of anxiety are needed to be researched more and updated. In addition, impact of patients' economic burdens on CT test anxiety is required to be recognized and solved in society level.
The purpose of this study was to analyze elementary school teachers' teaching style and elementary school students' science anxiety according to teachers' teaching styles for science class. Data were gathered through the teaching style test and the science anxiety test. The teaching style test was taken in 293 elementary school teachers and the science anxiety test was taken in 1,523 elementary school students. The results were as followings: First, elementary school teachers' teaching style for science class were most in provider, expert and least in enabler. Second, elementary school students' science anxiety according to elementary school teachers' teaching style for science class were highest in facilitator and lowest in Enablers. There were significantly differences in science anxiety according to the teaching styles in elementary school. Third, elementary school students' science anxiety increased as grade goes up.
The purpose of this study was to study what effect providing the patient with preparatory concrete information had on the state anxiety depending on coping styles of patients undergoing cardiac catheterization. State Anxiety scores for 32 patients who had cardiac catheterization were examined after information was provided about the test using an audio tape. The state anxiety of patients who had a high trait anxiety level was compared to that of those who had a low trait anxiety level. The state anxiety of those who had a monitor type were compared to those of patients who had blunter type. The Trait and State Anxiety Scale of Spielberger, Miller's Behavioral Style Scale, and Krantz's Health Opinion Survey and Visual Analog Scale (Ⅰ, Ⅱ) were used. Findings were as follows : 1. Among the demographic characteristics, gender difference of the patients was significantly different for the trait anxiety level. Female patients had higher trait anxiety level than male patients. 2. Analysis of state anxiety scores indicated that the mean score of the state anxiety prior to the test was higher than the mean score of the state anxiety examined after the test. The difference was statistically significant. 3. Among the patients, 14 patients (43. 7%) used monitor type, while 18 patients (56. 3%) used blunter type. The means of preference for information measured on the Krantz' subscale was 2. 45. 4. The study results indicate that the state anxiety level of those who had a low trait anxiety level was lower than that of those who had a high trait anxiety level. 5. State anxiety levels depending upon the kind of coping style which patients used during the test were not significantly different. This study did not identify the influence of preparatory concrete information on the state anxiety depending on coping styles, and there fore a quasi-experimental study using a large sample according to different types of information, and the amount of information, coping styles is recommended.
Purpose: The purpose of this study was to determine the relation between test anxiety and mental health in adolescents. Method: The subjects were 450 students of two academic high schools in J City, who were selected through convenient sampling. Data were collected through a survey using a structured questionnaire from September 1st to 15th 2005. Collected data were analyzed using SPSS 10.0 for Windows through descriptive analysis, Pearson's Correlation Coefficient, t-test, ANOVA, Scheffe's test and stepwise multiple regression. Result: The mean score of test anxiety was 2.40 (range:1.13-3.81) and that of mental health was 2.77 (range:0.64-5.03). A significant negative correlation was observed between test anxiety and mental health (r=-0.28, p=.000). Test anxiety was significantly different according to adolescents' general characters such as gender (t=-1.98, p=.048), grade (F=3.54, p=.030), school life satisfaction (F=10.73, p=.000) and relationship with the teacher (F=11.60, p=.000). Mental health was significantly different according to adolescents' general characters such as religion (t=2.14, p=.032) and school life satisfaction (F=4.13, p=.017). The most powerful predictor of mental health was test anxiety and it, combined with religion, accounted for 9.0% of variance in mental health in adolescents. Conclusion: Test anxiety and mental health was found to be in a significant negative correlation with each other in adolescents. Therefore, nursing intervention programs for adolescents needs to reduce their test anxiety to improve their mental health.
Journal of the Korean Academy of Child and Adolescent Psychiatry
/
v.10
no.1
/
pp.50-63
/
1999
Introduction:Test anxiety is a pervasive problem among high school students in Korea. While anxiety in test situations may actually facilitate the performance of some students, more often it is disruptive and leads to performance decrements. Over the past years, many child psychiatrists have become concerned with understanding the nature of test anxiety, but it is not clearly understood yet. In order to understand the nature of test anxiety, the relationship between test anxiety and depression, state anxiety, trait anxiety, temperament and family environment were examined. Methods:The Test Anxiety Inventory, Chidlren's Depression Inventory, State-Trait Anxiety Inventory, Temperamnet and Family Environment Scale Scale were administered to 576 high school students in Seoul. The relationships between test anxiety and other measures were tested using Pearson correlation coefficients and to test the causal relationship among the variables, regression analysis was performed. Results:The correlation coefficients between test anxiety and depression, state anxiety, trait anxiety, temperament and family environment scale were 0.42(p<0.01), 0.34(p<0.05), 0.38(p<0.05), 0.36(p<0.05) and -0.23(p<0.01), respectively. Regression analysis showed that only state and trait anxiety had direct causal relationship with test anxiety. Depression, temperament and family environment were indirecly related with test anxiety. Conclusions:This study indicates that the level of state and trait anxiety are directly related with test anxiety, and other variables such as temperament, family environment and depression are indirectly related with test anxiety. Thus, in order to develop the effective methods for treatment, these psychopathological characteristics should be kept in mind and the most important factors are the levels of state and trait anxiety.
The purpose of this study is to have a preliminary study in order to develop a test which can comprehensively measure anxiety of elementary schoolchildren in middle grade. Following things are conducted to meet this task; first, to look into compositions of the anxiety of elementary schoolchildren in middle grade, to prepare proper questions to measure it and to develop a test; second, to look into whether such questions are fully understood by schoolchildren; third, to look into whether reliability and adequacy thereof are proper or not. Conclusion of the study is as follows; anxiety test of elementary schoolchildren in middle grade showed all the things related to general anxiety, social anxiety, study anxiety, examination anxiety, announcement anxiety. However, there were differences as per subordinate factor and detailed area. And reliability and adequacy of anxiety test for elementary schoolchildren in middle grade were appropriate. and such data could be valuably used for preparing anxiety test. To summarize the study result above, the test developed in this study supplements weak point of existing test instrument and reveals anxiety experienced by elementary schoolchildren in middle grade, and harmoniously composes all the kinds. It is meaningful that the test lowered applicable object to schoolchildren in middle grade who are in anxiety formation stage and also feel anxiety most strongly. In addition, it may be used usefully for living guidance and consultation to efficiently cope with anxiety by measuring base line regarding anxiety of individual schoolchildren in middle grade.
Journal of the Korean Academy of Child and Adolescent Psychiatry
/
v.2
no.1
/
pp.49-55
/
1991
Test anxiety has been defined as a situational-specific personality trait, with cognitive worry and affective emotionality components. Various treatments differ in the extent to which they attempt to modify the emotional and cognitive components of test anxiety, and can thus be placed along a cognitive-emotional continum on the basis of the intended locus of impact of the therapeutic techniques. Various treatments along a cognitive-emotional continum and study habits, test-taking skills and modeling in the treatment of test anxiety were reviewed. On the basis of a recent review of a number of test-anxiety treatment studies, most cognitively-focused treatments tend to be more effective in reducing test anxiety and its worry and emotionality components.
The Journal of Korean Academic Society of Nursing Education
/
v.16
no.2
/
pp.177-185
/
2010
Purpose: The purpose of this study was to examine the relationship between test anxiety, self-esteem and mental health. Method: Data were collected by structured questionnaires from 306 nursing students in a dormitory for the national examination for registered nurses. Collected data were analyzed by t-test, ANOVA, scheffe's test and Pearson's correlation coefficient and hierarchial multiple regression through the SPSS WIN program. Result: The results of the analysis showed that the mean for test anxiety was $79.70{\pm}18.74$ points, the degree of self-esteem was $28.26{\pm}5.02$, and mental health was $24.31{\pm}13.07$. In the correlation analysis, mental health positively correlated with test anxiety (r=.559, p=.000) and negatively correlated with self-esteem (r=-.141, p=.013). Test anxiety and subjective health status explained 36.4% of mental health. Conclusion: This finding of this study recommends that test anxiety control and self-esteem enhancement programs should be development for mental health promotion in nursing students taking the national examination for registered nurses.
Middle school students are known to have high levels of math anxiety. According to the need for test tools that reflect the characteristics of today's middle school students, it was intended to develop a mathematical anxiety test for middle school students. Sub-factors of mathematical anxiety were established based on prior research and questions corresponding to each factor were produced. The suitability and validity of the questions were analyzed through two pilot tests. Then some of the questions were revised. This test was conducted on 255 middle school students using the revised questions, and the validity and reliability of the test tools were analyzed on 246 student responses. The final developed test tool consisted of 6 sub-factors and a total of 36 questions, and was intended to provide students, teachers, and parents with information about students' mathematical anxiety by providing criteria for the degree of anxiety.
본 웹사이트에 게시된 이메일 주소가 전자우편 수집 프로그램이나
그 밖의 기술적 장치를 이용하여 무단으로 수집되는 것을 거부하며,
이를 위반시 정보통신망법에 의해 형사 처벌됨을 유념하시기 바랍니다.
[게시일 2004년 10월 1일]
이용약관
제 1 장 총칙
제 1 조 (목적)
이 이용약관은 KoreaScience 홈페이지(이하 “당 사이트”)에서 제공하는 인터넷 서비스(이하 '서비스')의 가입조건 및 이용에 관한 제반 사항과 기타 필요한 사항을 구체적으로 규정함을 목적으로 합니다.
제 2 조 (용어의 정의)
① "이용자"라 함은 당 사이트에 접속하여 이 약관에 따라 당 사이트가 제공하는 서비스를 받는 회원 및 비회원을
말합니다.
② "회원"이라 함은 서비스를 이용하기 위하여 당 사이트에 개인정보를 제공하여 아이디(ID)와 비밀번호를 부여
받은 자를 말합니다.
③ "회원 아이디(ID)"라 함은 회원의 식별 및 서비스 이용을 위하여 자신이 선정한 문자 및 숫자의 조합을
말합니다.
④ "비밀번호(패스워드)"라 함은 회원이 자신의 비밀보호를 위하여 선정한 문자 및 숫자의 조합을 말합니다.
제 3 조 (이용약관의 효력 및 변경)
① 이 약관은 당 사이트에 게시하거나 기타의 방법으로 회원에게 공지함으로써 효력이 발생합니다.
② 당 사이트는 이 약관을 개정할 경우에 적용일자 및 개정사유를 명시하여 현행 약관과 함께 당 사이트의
초기화면에 그 적용일자 7일 이전부터 적용일자 전일까지 공지합니다. 다만, 회원에게 불리하게 약관내용을
변경하는 경우에는 최소한 30일 이상의 사전 유예기간을 두고 공지합니다. 이 경우 당 사이트는 개정 전
내용과 개정 후 내용을 명확하게 비교하여 이용자가 알기 쉽도록 표시합니다.
제 4 조(약관 외 준칙)
① 이 약관은 당 사이트가 제공하는 서비스에 관한 이용안내와 함께 적용됩니다.
② 이 약관에 명시되지 아니한 사항은 관계법령의 규정이 적용됩니다.
제 2 장 이용계약의 체결
제 5 조 (이용계약의 성립 등)
① 이용계약은 이용고객이 당 사이트가 정한 약관에 「동의합니다」를 선택하고, 당 사이트가 정한
온라인신청양식을 작성하여 서비스 이용을 신청한 후, 당 사이트가 이를 승낙함으로써 성립합니다.
② 제1항의 승낙은 당 사이트가 제공하는 과학기술정보검색, 맞춤정보, 서지정보 등 다른 서비스의 이용승낙을
포함합니다.
제 6 조 (회원가입)
서비스를 이용하고자 하는 고객은 당 사이트에서 정한 회원가입양식에 개인정보를 기재하여 가입을 하여야 합니다.
제 7 조 (개인정보의 보호 및 사용)
당 사이트는 관계법령이 정하는 바에 따라 회원 등록정보를 포함한 회원의 개인정보를 보호하기 위해 노력합니다. 회원 개인정보의 보호 및 사용에 대해서는 관련법령 및 당 사이트의 개인정보 보호정책이 적용됩니다.
제 8 조 (이용 신청의 승낙과 제한)
① 당 사이트는 제6조의 규정에 의한 이용신청고객에 대하여 서비스 이용을 승낙합니다.
② 당 사이트는 아래사항에 해당하는 경우에 대해서 승낙하지 아니 합니다.
- 이용계약 신청서의 내용을 허위로 기재한 경우
- 기타 규정한 제반사항을 위반하며 신청하는 경우
제 9 조 (회원 ID 부여 및 변경 등)
① 당 사이트는 이용고객에 대하여 약관에 정하는 바에 따라 자신이 선정한 회원 ID를 부여합니다.
② 회원 ID는 원칙적으로 변경이 불가하며 부득이한 사유로 인하여 변경 하고자 하는 경우에는 해당 ID를
해지하고 재가입해야 합니다.
③ 기타 회원 개인정보 관리 및 변경 등에 관한 사항은 서비스별 안내에 정하는 바에 의합니다.
제 3 장 계약 당사자의 의무
제 10 조 (KISTI의 의무)
① 당 사이트는 이용고객이 희망한 서비스 제공 개시일에 특별한 사정이 없는 한 서비스를 이용할 수 있도록
하여야 합니다.
② 당 사이트는 개인정보 보호를 위해 보안시스템을 구축하며 개인정보 보호정책을 공시하고 준수합니다.
③ 당 사이트는 회원으로부터 제기되는 의견이나 불만이 정당하다고 객관적으로 인정될 경우에는 적절한 절차를
거쳐 즉시 처리하여야 합니다. 다만, 즉시 처리가 곤란한 경우는 회원에게 그 사유와 처리일정을 통보하여야
합니다.
제 11 조 (회원의 의무)
① 이용자는 회원가입 신청 또는 회원정보 변경 시 실명으로 모든 사항을 사실에 근거하여 작성하여야 하며,
허위 또는 타인의 정보를 등록할 경우 일체의 권리를 주장할 수 없습니다.
② 당 사이트가 관계법령 및 개인정보 보호정책에 의거하여 그 책임을 지는 경우를 제외하고 회원에게 부여된
ID의 비밀번호 관리소홀, 부정사용에 의하여 발생하는 모든 결과에 대한 책임은 회원에게 있습니다.
③ 회원은 당 사이트 및 제 3자의 지적 재산권을 침해해서는 안 됩니다.
제 4 장 서비스의 이용
제 12 조 (서비스 이용 시간)
① 서비스 이용은 당 사이트의 업무상 또는 기술상 특별한 지장이 없는 한 연중무휴, 1일 24시간 운영을
원칙으로 합니다. 단, 당 사이트는 시스템 정기점검, 증설 및 교체를 위해 당 사이트가 정한 날이나 시간에
서비스를 일시 중단할 수 있으며, 예정되어 있는 작업으로 인한 서비스 일시중단은 당 사이트 홈페이지를
통해 사전에 공지합니다.
② 당 사이트는 서비스를 특정범위로 분할하여 각 범위별로 이용가능시간을 별도로 지정할 수 있습니다. 다만
이 경우 그 내용을 공지합니다.
제 13 조 (홈페이지 저작권)
① NDSL에서 제공하는 모든 저작물의 저작권은 원저작자에게 있으며, KISTI는 복제/배포/전송권을 확보하고
있습니다.
② NDSL에서 제공하는 콘텐츠를 상업적 및 기타 영리목적으로 복제/배포/전송할 경우 사전에 KISTI의 허락을
받아야 합니다.
③ NDSL에서 제공하는 콘텐츠를 보도, 비평, 교육, 연구 등을 위하여 정당한 범위 안에서 공정한 관행에
합치되게 인용할 수 있습니다.
④ NDSL에서 제공하는 콘텐츠를 무단 복제, 전송, 배포 기타 저작권법에 위반되는 방법으로 이용할 경우
저작권법 제136조에 따라 5년 이하의 징역 또는 5천만 원 이하의 벌금에 처해질 수 있습니다.
제 14 조 (유료서비스)
① 당 사이트 및 협력기관이 정한 유료서비스(원문복사 등)는 별도로 정해진 바에 따르며, 변경사항은 시행 전에
당 사이트 홈페이지를 통하여 회원에게 공지합니다.
② 유료서비스를 이용하려는 회원은 정해진 요금체계에 따라 요금을 납부해야 합니다.
제 5 장 계약 해지 및 이용 제한
제 15 조 (계약 해지)
회원이 이용계약을 해지하고자 하는 때에는 [가입해지] 메뉴를 이용해 직접 해지해야 합니다.
제 16 조 (서비스 이용제한)
① 당 사이트는 회원이 서비스 이용내용에 있어서 본 약관 제 11조 내용을 위반하거나, 다음 각 호에 해당하는
경우 서비스 이용을 제한할 수 있습니다.
- 2년 이상 서비스를 이용한 적이 없는 경우
- 기타 정상적인 서비스 운영에 방해가 될 경우
② 상기 이용제한 규정에 따라 서비스를 이용하는 회원에게 서비스 이용에 대하여 별도 공지 없이 서비스 이용의
일시정지, 이용계약 해지 할 수 있습니다.
제 17 조 (전자우편주소 수집 금지)
회원은 전자우편주소 추출기 등을 이용하여 전자우편주소를 수집 또는 제3자에게 제공할 수 없습니다.
제 6 장 손해배상 및 기타사항
제 18 조 (손해배상)
당 사이트는 무료로 제공되는 서비스와 관련하여 회원에게 어떠한 손해가 발생하더라도 당 사이트가 고의 또는 과실로 인한 손해발생을 제외하고는 이에 대하여 책임을 부담하지 아니합니다.
제 19 조 (관할 법원)
서비스 이용으로 발생한 분쟁에 대해 소송이 제기되는 경우 민사 소송법상의 관할 법원에 제기합니다.
[부 칙]
1. (시행일) 이 약관은 2016년 9월 5일부터 적용되며, 종전 약관은 본 약관으로 대체되며, 개정된 약관의 적용일 이전 가입자도 개정된 약관의 적용을 받습니다.