The Interaction Effects on Test Anxiety of Elementary School Students by Academic Self-Efficacy and Test Anxiety Coping Styles

The purpose of this study was to examine the interaction effects of children's academic self-efficacy and to test their anxiety coping style in terms of their test anxiety.We conducted a questionnaire survey with 193 sixth-graders in an elementary school.The results of this study are summarized as follows.First, the children were more worried about emotionality to test anxiety, and used problem-focused coping significantly more frequently than emotionfocused coping.In addition, female children demonstrated more emotionality and worry about test anxiety and used emotion-focused coping for test anxiety more frequently.Second, emotionality was higher when emotion-focused coping was used.In the case where the level of problem-focused coping was high, emotionality was higher when academic self-efficacy was high.Children's worry was lower when the level of problem-focused coping was high and when the level of emotion-focused coping was low.In female children, however, worry increased when the level of problem-focused coping was low and the level of emotion-focused coping was high.