본 연구의 목적은 검사불안과 학업성취도의 부적상관관계가 간섭모형의 주장처럼 인 출상의 간섭에 의해서만 결정되는지 아니면 정보처리모형의 주장처럼 학습과정 즉 약호화과정의 결손에 영향을 받는지를 밝혀보기 위하여 전문대 학생을 대상으로 2가지 실험을 했다. 실험 Ⅰ, Ⅱ에서는 피험자들을 계명검사불안척도(KTAS)의 점수를 근거로 검사불안이 높은 집단과 검사불안이 낮은 집단으로 구분하였다. 각 집단들은 학습에 대한 동기형성적 전략질문지(MSLQ) 반응점수에 의하여 좋은 학습기술을 가진 집단과 나쁜 학습기술을 가진 집단으로 구분하여 학업수행수준을 측정한 결과， 실험Ⅰ에서는 검사불안이 높은 학생들은 단답형검사와 선다형 검사에서 학업성취도 차이를 보이지만 검사불안이 낮은 학생들은 검사문항 유형에 따른 유의한 차이가 없었다. 그리고 실험 Ⅱ에서는 과제유형변인을 달리하여 학업수행수준을 측정한 결과 검사불안에 관계없이 조직화된 학습과제를 학습한 학생들이 일반적인 학습과제를 학습한 학생들보다 우수했다.
The purpose of this research was to further investigate the effects of encoding deficit and retrival interference associated with test anxiety on academic performance suggested by Shon, Gi-Jun(1991). With help from junior college students, two experments were conducted to determine the effects of encoding deficit and retrieval interference associated anxiety with test anxiety on academic performance The subjects of the first experiment were first classified into High Test Anxiety Group (HTAG) and Low Test Anxiety Group(LTAG) on the basis of their relative scores on Keimyung Test Anxiety Scale(KTAS). Each group was again divided into two groups(High Study Skills Group:HSSG and Low Study Skills Group:LSSG), based on the group member's relative scores on The Motivated Strategis for Learning Questionnaires(MSLQ). The levels of academic performance were measured by administering a test which consisted of both recall and recognition items. The results showed (1) that HTAGA's performance level was significantly lower than that of LTAGs, (2) HTAG's performed poorly on recall test, but did well on recognition test, which generally involve less active retrieval. The second experiment varied the retrieva1 condition by using two types of tasks. The results of expermint Ⅱ showed (1) that the performance level of the non-organized tasks was significantly lower than that of the organized tasks, and (2) that non- organized tasks equally deteriorated test performance for both high and low test anxiety students, undermining study-skills deficit of test anxiey.
요 약 Ⅰ. 서 론 Ⅱ. 연구 방법 Ⅲ. 결 과 Ⅳ. 논의 및 결론 <참고문헌> Abstract
