ISSN : 1229-0688
이 연구에서는 기초 시험불안 감소훈련(행동적, 인지적, 인지-행동 혼합적)이 시험불안과 수학불안 감소에 미치는 효과를 살펴보았다. 그 후 적용 시험불안 감소훈련(행동적, 인지적, 인지-행동 혼합적)이 시험불안 및 수학불안 감소와 수학성적 향상에 미치는 효과를 알아보았다. 연구대상은 시험불안척도(K-TAI) 득점이 64점 이상인 고등학교 1학년 남학생 42명이었다. 이들을 기초 시험불안 감소훈련의 세 가지 훈련방법 각각에 14명씩 무선 배정하여, 첫 3주 동안 기초 시험불안 감소훈련을 실시하였다. 1주일 휴식 후, 그 다음 3주간 적용 시험불안 감소훈련을 실시하였다. 이 연구의 결과에 의하면, 기초 시험불안 감소훈련의 세 가지 훈련방법 중 혼합적 훈련이 시험불안(정동요인 득점, 고민요인 독점, 시험불안 총점) 감소에 가장 효과적이었고, 기초 시험불안 감소훈련은 수학불안(수학공부불안 득점, 수학시험불안 득점, 수학불안 총점)도 감소시켰으며 혼합적 훈련이 수학불안 감소에 가장 효과적이었다. 수학시험을 치는 적용 시험불안 감소훈련은 수학시험을 치지 않는 적용 시험불안 감소훈련에 비해 시험불안(정동요인 득점, 고민요인 득점, 시험불안 총점)과 수학불안(수학공부불안 득점, 수학시험불안 득점, 수학불안 총점)을 유의하게 감소시켰다. 적용 시험불안 감소훈련 중 혼합적 훈련이 시험불안과 수학불안 감소에 가장 효과적이었다. 적용 시험불안 감소훈련 중 혼합적 훈련은 6회의 수학시험이 거듭될수록 수학시험성적을 향상시켰다.
The purpose of this study was to explore the comparative effectiveness of test anxiety reduction training methods on test anxiety, mathematics anxiety, and mathematics achievement. Two types of interventions were employed: (1) the basic test anxiety reduction treatment which was designed to reduce general test anxiety and (2) the applied test anxiety reduction treatment which was designed to reduce mathematics anxiety and to improve mathematics achievement while taking 6 consecutive mathematics exams. Each type of treatment consisted of three training methods: (1) the behavioral methood, (2) the cognitive method, and (3) the combination of cognitive and behavioral methods. Subjects used in this study were 42 senior high school male students who obtained high scores on a test anxiety scale. They were randomly assigned to one of the three training methods (behavioral, cognitive, and combined methods). For the first three weeks, these three different methods of the basic test anxiety reduction treatment were administered to each group. After the rest period for one week, the applied test anxiety reduction treatment was implemented on each group for the next three weeks. Dependent measures were scores from the test anxiety scales, mathematics anxiety scales, and mathematics exams. The major findings of this study were as follows: 1. Among the three methods of the basic test anxiety reduction treatment, the combined method proved to be most effective in reducing test anxiety (worry, emotionality, and total score). 2. The basic test anxiety reduction treatment also significantly reduced mathematics anxiety (mathematics test anxiety, and total score). 3. Compared to the no-exam group, the mathematics exam group with the applied test anxiety reduction treatment showed significant reduction effects in test anxiety (worry, emotionality, and total score). 4. Among the three methods of the applied test anxiety reduction treatment, the combined method turned out to be most effective in reducing mathematics anxiety (mathematics test anxiety, total score). 5. Among the three methods of the applied test anxiety reduction treatment, the combined method improved the mathematics exam scores the most.
