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성적우수학생을 대상으로 한 상위인지-시험불안 연구모형 개발과 구인연구
심정아 ( Jeoung-a Shim ),김정규 ( Jungkyu Kim ) 한국게슈탈트상담심리학회 2012 한국게슈탈트상담연구 Vol.2 No.2
The purpose of this study was to develop and test a theoretical model concerning the mediating effects of trait anxiety, depression, socially prescribed perfectionism, and deep approach study skills on the relationship between metacogniton and test anxiety as a preparatory study for the development of a test anxiety reduction program based on Gestalt therapy and meta-cognition theory. To this end, a sample of 139 high school students completed the following questionnaires; Fried-Ben Test Anxiety Scale (FTA), Metacognitive Questionnaire for Children (MCQ-C), Multidimensional Perfectionism Scale (MPS), Children's Depression Inventory (CDI), State-Trait Anxiety Inventory (STAI), Approaches and Study Skills Inventory for Students (ASSIST). The path analyses were used to test a mediation model in which metacognition was the predictor of trait anxiety, depression, socially prescribed perfectionism, and deep approach study skills, which in turn were the predictors of test anxiety. Consistent with the literature, the results of the current study confirmed the hypothesis that metacognition uniquely contributes to test anxiety. Also, it suggested that only trait anxiety and socially prescribed perfectionism mediated the relationship between metacognition and test anxiety. In case of depression, it had a statistically significant correlation only with metacognition, but not with test anxiety. Similarly, deep approach study skills had a statistically significant correlation only with test anxiety, but not with metacognition. Lastly, the limitations, as well as the implications of these findings were discussed.
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