Journal of Educational Innovation Research 2018, Vol. 28, No. 4, pp DOI: * Relationships a

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종희 필
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1 Journal of Educational Innovation Research 2018, Vol. 28, No. 4, pp DOI: * Relationships among Test Anxiety, Academic Burnout, Resilience, and Academic Achievement of Medical School Students Purpose: The purpose of this study is to investigate the difference of test anxiety, academic exhaustion, and resilience by the grade and the effects of test anxiety, academic exhaustion, and resilience on academic achievement of medical students. Method: The subjects of the study were 415 medical students. In the first and second years of medical school students were divided into lower grade group, and the 3rd and 4th grade were divided into higher grade group, and then test anxiety, academic burnout, and resilience test were conducted. The academic achievement was converted into the standard score Z score. Results were analyzed by independent sample t-test, correlation analysis, and hierarchical multiple regression analysis. Results: Test anxiety and academic burnout showed no difference between grade levels, and resilience was found to be higher in the lower grade than in the upper grade. In the case of lower grades, resilience has a statistically significant effect on academic achievement, while academic burnout and test anxiety have negative effects. In the case of the older students, inactivity, which is a subfactor of academic burnout, has a negative effect on academic achievement. Conclusion: Test anxiety and academic burnout have a negative impact on academic achievement, and resilience is a factor that has a positive effect on academic achievement. In order to improve the resilience of medical students, educational intervention should be prepared. Key words : Medical students, test anxiety, academic burnout, resilience * 2017 (2017-2). Corresponding Author: Im, Sun-Ju Pusan National University School of Medicine, Dept. of Medical Education, Busandaehakro 49, Yangsan, Korea, sunjuim11@hanmail.net

2 .,.,, (academic burnout).. (exhaustion), (cynicism), (inefficacy) (Schaufeli, Martinez, Pinto, Salanova, & Bakker, 2002). (,,,, 2010),,, (Kiuru, Aunola, Nurmi, Leskinen, & Salmela-Aro, 2008; Toutkoushian & Curtis, 2005).,,, (, 2012; Lee & Larson, 2000; Salmela-Aro, Kiuru, Leskinen, & Nurmi, 2009)., (Kim, Lee, Kim, Choi, & Lee, 2015; Maslach & Leiter, 2008). (, 2012), (2013),. 2 (, 2014),, (,,,, 2014). (test anxiety) (, 2008).,,. Deffenbacher,

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5 ,, , ) 시험불안 Benson El Zahhar(1994), (2011) (The Revised Test Anxiety Scale: RTA) , ,.94. 2) 학업소진 Schaufeli, Martinez, Pinto, Salanova, Bakker(2002) MBI-SS(Maslach Burnout Inventory-Student Survey) Shin, Puig, Lee, Lee Lee (2011).,, 3.,,. 15,. Shin, Puig, Lee, Lee Lee(2011) (Cronbach s α).82~86,.83, ) 회복탄력성 Reivich Shatté(2003),, (2009) (KRO). (18) (18), (17) 53

6 , (Cronbach s α).87. (Cronbach s α).92, ) 학업성취도 , Z.,, t-.,,. VIF, Durbin-Watson..,, t- < -1>. n M(SD) t p (6.73) (7.51) (7.77) (7.22) (18.38) (21.19) (p>.05). (t=4.06, p<.001). (M=187.54, SD=18.38) (M=179.57, SD=21.19).

7 , < -2> (t=3.53, p<.001), (t=3.40, p<.01), (t=3.49, p<.01). n M(SD) t p (6.88) (7.27) (7.66) (8.69) (8.05) (8.01),, < -3>. (r=-.21, p<.01), (r=-.16, p<.01). (r=-.29, p<.001), (r=-.19, p<.01). (r=.06, p>.05), (r=.15, p<.05). (r=.44, p<.001), (r=-.31, p<.001). (r=-.47, p<.001) * ***.69 *** **.87 ***.88 *** ***.44 ***.46 *** **.24 ***.32 ***.34 ***.43 *** * *.15 *.24 ***.31 *** *.37 ***.43 ***.44 ***.82 ***.69 ***.69 *** ** -.22 ** -.29 *** -.29 *** -.29 *** -.33 *** -.41 *** * -.15 * ** -.19 ** -.30 *** -.29 *** -.34 ***.47 *** * -.18 ** -.25 *** -.22 ** -.40 *** -.32 *** -.40 ***.43 ***.56 *** ** -.21 ** -.31 *** -.29 *** -.41 *** -.39 *** -.47 ***.76 ***.84 ***.83 *** - * p<.05, ** p<.01, *** p<.001

8 (r=-.18, p<.05) (r=-.16, p<.05), (r=.17, p<.05)..46(p<.001), -.52(p<.001). -.59(p<.001).,, < -4> *** ***.93 *** ***.53 ***.51 *** ***.44 ***.51 ***.48 *** * *.43 ***.46 ***.46 ***.76 ***.70 ***.57 *** * -.46 *** -.51 *** -.52 *** -.40 *** -.53 *** -.32 *** -.60 *** *** -.39 *** -.46 *** -.25 *** -.56 *** -.23 ** -.47 ***.66 *** *** -.33 *** -.41 *** -.29 *** -.57 *** -.23 *** -.50 ***.58 ***.76 *** *** -.46 *** -.52 *** -.35 *** -.62 *** -.29 *** -.59 ***.83 ***.92 ***.89 *** - * p<.05, ** p<.01, *** p<.001,,, < -5>. VIF , Durbin-Watson (t=2.77, p=.006), (t=-2.77, p=.006), (t=-2.19, p=.029), 7% (F=6.61, p=.000).

9 B β t F R AdjR ** * 6.61 *** ** * p<.05, ** p<.01, *** p<.001,,,,,,,, < -6>. VIF , Durbin-Watson (t=-4.42, p=.000), 7% (F=19.51, p=.000). 14%.,. B β t F R AdjR *** *** *** ** *** ** *** *** ** *** *** * * *** * p<.05, ** p<.01, *** p<.001,,

10 , < -7> (t=-2.27, p=.024). 3% (F=5.16, p=.024). B β t F R AdjR * 5.16 * * p<.05,,,,,,,, < -8> (t=-2.47, p=.014). 4% (F=6.09, p=.014). B β t F R AdjR * 6.09 * * p<.05.,,,.,.,., (, 2011). (2015).

11 (2015),,,,,.. (2014), 2.,,, (2014) 2, 1, 3, 2. (2016)., (Michielsen, De Vries, & Van Heck, 2003; Niemi & Vainiomäki, 2006).,.,.,,. (,, 2013).,, (2017),, -,,. 4,,,,,. 4...,,.,.,. (2016).,. 1, 2

12 , 3, 4. (, 2016).,. (, 2005;, 2009; Cassady & Johnson, 2002; Klassen, Krawchuk, & Rajani, 2008). (2008) (2003). Lam (2010),.. (Kim, Lee, Kim, Choi, & Lee, 2015), (Schaufeli, Martinez, Pinto, Salanova, & Bakker, 2002).,...,,.,,..,,.,...

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14 . (4), (2011).,,. (12), ,,,,,, (2016),,. (4), Benson, J., & El Zahhar, N. (1994). Further refinement and validation of the Revised Test Anxiety Scale. Structural Equation Modeling: A Multidisciplinary Journal, 1(3), Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27(2), Deffenbacher, J. L., Zwemer, W. A., Whisman, M. A., Hill, R. A., & Sloan, R. D. (1986). Irrational beliefs and anxiety. Cognitive Therapy and Research, 10(3), Gardner, D. H., & Parkinson, T. J. (2011). Optimism, self-resilience, and social, or is it support as mediators of the relationships among workload, stress and wellbeing in Veterinary students. Journal of Veterinary Medical Education, 38(1), Garmezy, N. (1993). Children at poverty: Resilience despite risk. Psychiatry, 56, Kim, B., Lee, M., Kim, K., Choi, H., & Lee, S. M. (2015). Longitudinal analysis of academic burnout in Korean middle school students. Stress and Health, 31(4), Kiuru, N., Aunola, K., Nurmi, J. E., Leskinen, E., & Salmela-Aro, K. (2008). Peer group influence and selection in adolescents' school burnout: A longitudinal study. Merrill-Palmer Quarterly, 54(1), Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33(4), Lam, J. G., Wong, W. S., Mary, S. M., Lam, K. F., & Pang, S. L. (2010). Psychological well-being of interns in Hong Kong; What causes them stress and what helps them. Medical Teacher, 32(3), Lee, M., & Larson, R. (2000). The Korean examination hell : Long hours of studying, distress, and depression. Journal of Youth and Adolescence, 29(2), Luthar, S. S. (1991). Vulnerability and resilience: A study of high-risk adolescents. Child Development, 62(3), Maslach, C., & Leiter, M. P. (2008). Early predictors of job burnout and engagement. Journal of applied psychology, 93(3), Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American psychologist, 56(3),

15 Masten, A. S., Powell, J. L., & Luthar, S. S. (2003). A resilience framework for research, policy, and practice. in Luthar, S. S. (Ed.). (2003). Resilience and vulnerability: Adaptation in the context of childhood adversities (pp. 1-25). London: Cambridge University Press. Michielsen, H. J., De Vries, J., & Van Heck, G. L. (2003). In search of personality and temperament predictors of chronic fatigue: a prospective study. Personality and Individual Differences, 35(5), Niemi, P. M., & Vainiomäki, P. T. (2006). Medical students distress quality, continuity and gender differences during a six-year medical programme. Medical teacher, 28(2), Polk, L. V. (1997). Toward a middle-range theory of resilience. Advance in Nursing Science, 19, Reivich, K., & Shatté, A. (2002). The resilience factor: 7 keys to finding your inner strength and overcoming life s hurdles. NY: Broadway Books. Reivich, K., & Shatté, A. (2003). The resilience factor. New York: Broadway Books. Rutter, M. (1985). Resilience in the face of adversity: Protective factors and resistance to psychiatric disorder. British Journal of Psychiatry, 147, Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J. E. (2009). School Burnout Inventory (SBI): Reliability and validity. European Journal of Psychological Assessment, 25(1), Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of cross-cultural psychology, 33(5), Schaufeli, W. B., Salanova, M. I., Gonzalez-Roma, V., & Bakker, A. B. (2002). The measurement of Engagement and burnout: A Confirmative Analytic Approach. Journal of Happiness Studies, 3, Shin, H., Puig, A., Lee, J., Lee, J. H., & Lee, S. M. (2011). Cultural validation of the Maslach Burnout Inventory for Korean students. Asia Pacific Education Review, 12(4), Spiegel, D. A., Smolen, R. C., & Jonas, C. K. (1985). Interpersonal conflicts involving students in clinical medical education. Journal of Medical Education, 60(11), Toutkoushian, R. K., & Curtis, T. (2005). Effects of socioeconomic factors on public high school outcomes and rankings. The Journal of Educational Research, 98(5), : / : / :

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Journal of Educational Innovation Research 2019, Vol. 29, No. 2, pp DOI: 3 * Effects of 9th

Journal of Educational Innovation Research 2019, Vol. 29, No. 2, pp.357-378 DOI: http://dx.doi.org/10.21024/pnuedi.29.2.201906.357 3 * Effects of 9th Grade Students Participation in Career Curriculum Cluster