|Abstract: ||本研究為二年期的研究計畫，主要探索：1. 學生家長為何會對子女的考試產生過度的焦慮，與 2. 家長出現考試焦慮，對於子女的學習產生哪些影響。第一年度的研究子題為「父母考試焦慮的相關成因研究」。先採用質的研究方法，以小團體晤談法（focus group interview）來訪談國小、國中、以及高中的學生家長，瞭解父母對子女考試的情緒與態度、對子女考試表現的歸因、以及對升學制度的認知。事先編製半結構式面談表掌握晤談的方向與內容，資料蒐集後進行內容分析及項目分析以編製四個量表，父母考試焦慮量表、父母考試態度量表、考試表現歸因量表、以及升學壓力認知量表；接著，係使用已初步編寫的量表，分別以 300 名國小、國中、以及高中學生家長進行大樣本施測，建立量表的信效度，並分析與父母考試焦慮有顯著相關的因素。第二年度的研究子題為「父母考試焦慮對其子女學習的影響」。係使用第一年度已編製好的量表，並改編過去文獻已完成測量學生學習的相關量表，包括學習單一性量表、學習效率量表、焦慮因應方式量表、以及考試焦慮量表，分別以 500 組國小、國中、以及高中學生與父母進行大樣本施測，以結構方程模式探討父母考試焦慮對於子女的考試焦慮、焦慮因應方式、學習效果、與考試表現失常之影響。|
This is a two-year study focusing on students’ and their parents’ test anxiety as well as causes of and effects from those anxiety. The topic of the first year research will be “the correlates of parental test anxiety”. Focus group method will be adopted to explore parents’ emotions and attitudes on their children’s exams, attribution on their children’s test performance, and pressure of entering the education. The semi-structural interview sheet will be designed for the interviewer to control the direction of contents. After data collection, the content analysis and item analysis will be executed to construct four scales, Parental Test Anxiety Scale, Parental Test Attitude Scale, Test Performance Attribution Scale, and Pressure of Entering the Education Scale, with which 300 parents of elementary school students, 300 parents of junior high school students, and 300 parents of senior high school students will be surveyed. Reliabilities and validities of the scales will be established, and correlations among parents’ test anxiety, parents’ test attitudes, test performance attribution, and pressure of entering the education will be analyzed. The topic of the second year research will be “what kinds of negative influences will demonstrate on children’s learning if parents are over-anxious?” Parents’ over-anxiety on their children’s test performance could exert double effects: to reduce the scope of children’s learning and to exacerbate their test score under-performance. The previously constructed scales and some relevant scales modified from past research literatures will be administered to subjects composed of 500 pairs of elementary school students and one of their parents, 500 pairs of junior high school students and one of their parents, and 500 pairs of senior high school students and one of their parents. The structural equation modeling will be applied to analyze relationships among parents’ test anxiety, children’s test anxiety, anxiety coping ways, learning efficacy, learning scope, and test score under-performance.