일부 치위생과 학생의 귀인성향, 자기효능감이 시험불안에 미치는 영향
Effect of attribution disposition and self-efficacy on test anxiety in selected dental hygiene students.
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Objectives : The purpose of this study was to examine effect of attribution disposition and self-efficacy on test anxiety in selected college students who major in dental hygiene. This study provides basic data to develop a program for dental hygiene students to reduce test anxiety. Methods : 328 students from A college in Kyungnam, B college in Chunnam and C university in Chungnam who majored in dental hygiene were asked to answer the self-efficacy scale, attribution disposition and test anxiety scale in November and December. 2008. Total of 311 copies were analyzed. Using SPSS 15.0, correlation analysis was conducted and structural model was verified using AMOS 7.0. Evaluation of mediated effect of attribution disposition in suggested structural model was assessed using Sobel verification. Results : 1. Looking at the correlation among self-efficacy, attribution disposition and test anxiety. Self-efficacy had negative relation with external attribution disposition and test anxiety. External attribution disposition had positive relation with test anxiety. 2. Path coefficient from self-efficacy to internal attribution disposition was significant positively and path coefficient from self-efficacy to external attribution disposition was significant negatively. However, the path coefficient from self-efficacy to test anxiety was insignificant. 3. Path coefficient from external attribution disposition to self-efficacy was positively significant. However, the path coefficient from internal attribution disposition to self-efficacy was not significant statistically. 4. In structural model among attribution disposition, test anxiety and self-efficacy, indirect effect of external attribution dispositions was significant statistically. The students with higher self-efficacy showed lower external attribution disposition,the students with lower external attribution disposition showed lower test anxiety. Conclusions : To reduce test anxiety, educators should find a strategy that can improve students’self-efficacy and change their attribution disposition.
Abstract
Objectives : The purpose of this study was to examine effect of attribution disposition and self-efficacy on test anxiety in selected college students who major in dental hygiene. This study provides basic data to develop a program for dental hygiene students to reduce test anxiety. Methods : 328 students from A college in Kyungnam, B college in Chunnam and C university in Chungnam who majored in dental hygiene were asked to answer the self-efficacy scale, attribution disposition and test anxiety scale in November and December. 2008. Total of 311 copies were analyzed. Using SPSS 15.0, correlation analysis was conducted and structural model was verified using AMOS 7.0. Evaluation of mediated effect of attribution disposition in suggested structural model was assessed using Sobel verification. Results : 1. Looking at the correlation among self-efficacy, attribution disposition and test anxiety. Self-efficacy had negative relation with external attribution disposition and test anxiety. External attribution disposition had positive relation with test anxiety. 2. Path coefficient from self-efficacy to internal attribution disposition was significant positively and path coefficient from self-efficacy to external attribution disposition was significant negatively. However, the path coefficient from self-efficacy to test anxiety was insignificant. 3. Path coefficient from external attribution disposition to self-efficacy was positively significant. However, the path coefficient from internal attribution disposition to self-efficacy was not significant statistically. 4. In structural model among attribution disposition, test anxiety and self-efficacy, indirect effect of external attribution dispositions was significant statistically. The students with higher self-efficacy showed lower external attribution disposition,the students with lower external attribution disposition showed lower test anxiety. Conclusions : To reduce test anxiety, educators should find a strategy that can improve students’self-efficacy and change their attribution disposition.
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