중학생의 시험 불안이 영어 학업 성취에 미치는 영향

Abstract

Objectives This study aims to identify the relationship between learners' test anxiety and the Dunning-Kruger effect while seeking metacognition, a research trend that has recently received increased attention. The purpose of the study is to confirm whether test anxiety and the illusion of competency that middle school students gain during written English language exams are real, and to analyze and demonstrate how these variables affect academic performance (midterm/final).
 Methods Test anxiety was measured using the ARTS, a test anxiety scale, among second-grade learners at a coeducational middle school. To verify the Dunning-Kruger effect, a survey was conducted one week before the midterm and final exams to collect expected scores in English subjects. The difference score, the gap between expected and actual scores, was used to confirm metacognitive abilities and the illusion of competence.
 Results It was confirmed that test anxiety has a significant negative effect on academic achievement, and a negative correlation between expected scores and actual scores was also confirmed. The Dunning-Kruger Effect, in which the ‘high’ group underestimated and the ‘low’ group overestimated, was observed in the same way as in previous studies. It was observed that the illusion of competency in the final exam was reduced through the simple procedure and experience of checking their scores on the midterm exam, and it was discovered that metacognition can be learned and improved.
 Conclusions It was confirmed that test anxiety exists among middle school English learners. In the divided quartile groups, the ‘high’ group has low test anxiety but underestimates their abilities, while the ‘low’ and ‘low middle’ groups have high anxiety but are overconfident about their abilities. We propose follow-up research to identify trends that occur regardless of subject or grade, as well as research on educational measures that can relieve test anxiety while remaining humble and accurately assessing one's own status.