ABSTRACT Background:To provide a theoretical basis for formulating effective measures to relieve test anxiety,we understand the current situation of examination anxiety and coping s of middle school students from different ethnic groups. Methods: A stratified cluster random sampling survey was conducted on 251 junior middle school students in a middle school in Minhe County, Qinghai Province, usingthe middle school students’ test anxiety factors questionnaire (IFTAS) and the middle school students’ coping s scale (CSS). Results: 1)Increasing the grades and ages, the score of different nationalities of middle school students’ test anxieties were higher(F = 4.795,P < 0.05;F = 2.468,P < 0.05); 2) The middle school students’ coping of “pointing to the problem” had statistical significance among grades(F = 6.673,P < 0.05). 3) “Pointing to emotional response” had statistical significance among the genders in the middle school students(t = 2.421,P < 0.05). 4) An analysis of the correlation between test anxiety and coping s among middle school students showed that the relationship between self-esteem and emotional response was highest (r = 0.395, P < 0.01). 5) The gradual regression analysis of test anxiety and coping of junior high school students show that “escaping”, “seeking social support” and “endurance” were the factors of anxiety of exam in junior high school students. Conclusions: Different national middle school students’ test anxiety problems more serious, and most middle school students use “escape” and “seeking social support”, “patience” approach.We should guide students to produce the correct coping .
Cite this paper
Hu, Q. , Wu, Q. and Cheng, H. (2018) Investigation on Test Anxiety and Coping Style of Middle School Students in Different Nationalities. Creative Education, 9, 1071-1083. doi: 10.4236/ce.2018.97080.
 Arthur, M. W., Brown, E. C., John, M. A., et al. (2015). Examination of Substance Use, Risk Factors, and Protective Factors on Student Academic Test Score Performance. Journal of School Health, 85, 497-507. https://doi.org/10.1111/josh.12279
 Chen, S. L., & Zheng, Q. Q. (2000). Copying Style Scale for Secondary School Students. Chinese Journal of Clinical Psychology, 8, 211-214.
 Condon, B. P., Worley, P. S., Condon, J. R., et al. (2017). Student Academic Performance in Rural Clinical Schools: The Impact of Cohort Size and Competition. Medical Teacher, 39, 262-268. https://doi.org/10.1080/0142159X.2017.1270430
 Czajka, K., Fiszer, K., & Kolodziej, M. (2013). The Relation between Selected Health Behaviour and Body Mass Index amongst Adolescents Living in Urban and Rural Areas in South-Western Poland. Roczniki Państwowego Zakladu Higieny, 64, 135-141.
 Ding, S. X., Zhang, H. Y., & Wang, X. P. (2005). An Analysis on the Social-Economic Development Status of Qinghai Province. Economic Geography, 25, 495-498.
 Guilmoto, C. Z. (2017). Gender Bias in Reproductive Behaviour in Georgia, Indonesia, and Vietnam: An Application of the Own-Children Method. Population Studies, 71, 1-15. https://doi.org/10.1080/00324728.2017.1330489
 He, X. Y., Zhao, G. Q., Cao, R. F., et al. (2010). Canonical Analysis between Mental Health and Coping Style Variables of Middle School Students. Chinese Journal of Public Health, 26, 745-747.
 Li, Y., Zhang, S. T., & Wang, J. S. (2003). Questionnaire of Influencing Factors of Middle School Students’ Test Anxiety. Psychological Science, 2, 352-354.
 Liu, S., Wang, Z. F., Zhang, F. B., et al. (2013). Associations of Negative Life Events and Coping Style with Health Conditions among Medical Students in Minority Ethnic Region. Chinese Journal of Public Health, 29, 1034-1038.
 Ma, J., Wang, Y. B., Li, K., et al. (2013). Polymorphisms of 21 Short Tandem Repeat Loci of Salar Minority Ethnic Group in Qinghai Province. Acta Academiae Medicinae Sinicae, 35, 535-541.
 Mcconnell, M. M., Memetovic, J., & Richardson, C. G. (2014). Coping Style and Substance Use Intention and Behavior Patterns in a Cohort of BC Adolescents. Addictive Behaviors, 39, 1394-1397. https://doi.org/10.1016/j.addbeh.2014.05.018
 Mysorekar, V. V. (2012). Need for Mentorship to Improve Learning in Low-Performers. National Medical Journal of India, 25, 291-293.
 Okuyama, J., Funakoshi, S., Tomita, H., et al. (2017). School-Based Interventions Aimed at the Prevention and Treatment of Adolescents Affected by the 2011 Great East Japan Earthquake: A Three-Year Longitudinal Study. Tohoku Journal of Experimental Medicine, 242, 203-213. https://doi.org/10.1620/tjem.242.203
 Sari, S. A., Bilek, G., & Celik, E. (2017). Test Anxiety and Self-Esteem in Senior High School Students: A Cross-Sectional Study. Nordic Journal of Psychiatry, 72, 84-88.
 Shahidi, S., Akbari, H., & Zargar, F. (2017). Effectiveness of Mindfulness-Based Stress Reduction on Emotion Regulation and Test Anxiety in Female High School Students. Journal of Education and Health Promotion, 6, 87.
 Voltas, N., Hernándezmartínez, C., Arija, V., et al. (2017). The Natural Course of Anxiety Symptoms in Early Adolescence: Factors Related to Persistence. Anxiety Stress & Coping, 30, 671. https://doi.org/10.1080/10615806.2017.1347642
 Yilmaz, I. T., Aksel, S., & Thompson, D. (2016). Coping Strategies and Depression among College Students Following Child Sexual Abuse in Turkey. Journal of Child Sexual Abuse, 25, 881-894. https://doi.org/10.1080/10538712.2016.1236871
 Zhou, J., Yang, J., Yu, Y., et al. (2017). Influence of School-Level and Family-Level Variables on Chinese College Students’ Aggression. Psychology, Health & Medicine, 22, 823-833. https://doi.org/10.1080/13548506.2016.1237667