Journal of Educational Innovation Research 2018, Vol. 28, No. 4, pp.173-188 DOI: http://dx.doi.org/10.21024/pnuedi.28.4.201812.173,, * 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, e-mail: sunjuim11@hanmail.net
.,.,, (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),.. 382 (2013),. 2 (, 2014),, (,,,, 2014). (test anxiety) (, 2008).,,. Deffenbacher,
Zwemer, Whisman, Hill, Sloan(1986),,,. (, 2005;, 2009; Cassady & Johnson, 2002) (Klassen, Krawchuk, & Rajani, 2008)..,., (, 2014). 1,. 2., (, 2000). 3 4.., (Spiegel, Smolen, & Jonas, 1985).. 1 2, 3 4.,.., (resilience). (Masten, 2001).., Luthar(1991),. (Rutter, 1985), (Polk, 1997), (Garmezy, 1993).
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. 2017 8 500,,. 415. 1 2, 3 4. 1) 시험불안 Benson El Zahhar(1994), (2011) (The Revised Test Anxiety Scale: RTA). 5 6 5 4 4 20,..83.84,.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,.81.90. 3) 회복탄력성 Reivich Shatté(2003),, (2009) (KRO). (18) (18), (17) 53
, (Cronbach s α).87. (Cronbach s α).92,.79.87. 4) 학업성취도 2017 1 4.5, Z.,, t-.,,. VIF, Durbin-Watson..,, t- < -1>. n M(SD) t p 222 23.26(6.73) 193 23.58(7.51) -.46.646 222 39.25(7.77) 193 37.94(7.22) 1.78.076 222 187.54(18.38) 193 179.57(21.19) 4.06.000 (p>.05). (t=4.06, p<.001). (M=187.54, SD=18.38) (M=179.57, SD=21.19).
, < -2> (t=3.53, p<.001), (t=3.40, p<.01), (t=3.49, p<.01). n M(SD) t p 222 59.42(6.88) 3.53.000 193 56.97(7.27) 222 65.22(7.66) 3.40.001 193 62.46(8.69) 222 62.90(8.05) 3.49.001 193 60.14(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). 1 2 3 4 5 6 7 8 9 10 11 12 1. - 2. -.17 * - 3. -.29 ***.69 *** - 4. -.21 **.87 ***.88 *** - 5. -.06.43 ***.44 ***.46 *** - 6. -.19 **.24 ***.32 ***.34 ***.43 *** - 7. -.16 *.11.17 *.15 *.24 ***.31 *** - 8. -.16 *.37 ***.43 ***.44 ***.82 ***.69 ***.69 *** - 9..00 -.19 ** -.22 ** -.29 *** -.29 *** -.29 *** -.33 *** -.41 *** - 10..15 * -.15 * -.11 -.22 ** -.19 ** -.30 *** -.29 *** -.34 ***.47 *** - 11..00 -.14 * -.18 ** -.25 *** -.22 ** -.40 *** -.32 *** -.40 ***.43 ***.56 *** - 12..06 -.20 ** -.21 ** -.31 *** -.29 *** -.41 *** -.39 *** -.47 ***.76 ***.84 ***.83 *** - * p<.05, ** p<.01, *** p<.001
(r=-.18, p<.05) (r=-.16, p<.05), (r=.17, p<.05)..46(p<.001), -.52(p<.001). -.59(p<.001).,, < -4>. 1. 1 2 3 4 5 6 7 8 9 10 11 12 2. -.07 3. -.12.87 *** 4. -.07.94 ***.93 *** 5. -.05.53 ***.53 ***.51 *** 6. -.11.40 ***.44 ***.51 ***.48 *** 7. -.18 * -.04 -.01 -.05.02.09 8. -.16 *.43 ***.46 ***.46 ***.76 ***.70 ***.57 *** 9..17 * -.46 *** -.51 *** -.52 *** -.40 *** -.53 *** -.32 *** -.60 *** 10..01 -.38*** -.39 *** -.46 *** -.25 *** -.56 *** -.23 ** -.47 ***.66 *** 11..10 -.34 *** -.33 *** -.41 *** -.29 *** -.57 *** -.23 *** -.50 ***.58 ***.76 *** 12..10 -.45 *** -.46 *** -.52 *** -.35 *** -.62 *** -.29 *** -.59 ***.83 ***.92 ***.89 *** - * p<.05, ** p<.01, *** p<.001,,, < -5>. VIF 1.26-1.45 10,.59-.79.1. Durbin-Watson 1.99. (t=2.77, p=.006), (t=-2.77, p=.006), (t=-2.19, p=.029), 7% (F=6.61, p=.000).
B β t F R AdjR 2 -.01 -.20-2.77 ** -.01 -.17-2.19 * 6.61 ***.29.07.01.21 2.77 ** * p<.05, ** p<.01, *** p<.001,,,,,,,, < -6>. VIF 1.23-2.09 10,.49-.81.1. Durbin-Watson 2.05. (t=-4.42, p=.000), 7% (F=19.51, p=.000). 14%.,. B β t F R AdjR 2 1 -.04 -.29-4.42 *** 19.51 ***.29.07 2 3 3 -.04 -.30-4.76 ***.01.18 2.79 ** 13.94 ***.37.11.02.23 3.45 ** 11.87 ***.38.13 -.04 -.28-4.40 *** -.03 -.18-2.64 ** -.03 -.24-3.64 ***.02.26 3.87 *** -.02 -.15-2.16 * -.03 -.15-2.13 * 10.18 ***.40.14 * p<.05, ** p<.01, *** p<.001,,
, < -7> (t=-2.27, p=.024). 3% (F=5.16, p=.024). B β t F R AdjR 2 -.00 -.12-1.34 -.01 -.16-2.27 * 5.16 *.16.03.00.01.15 * p<.05,,,,,,,, < -8> (t=-2.47, p=.014). 4% (F=6.09, p=.014). B β t F R AdjR 2 1 -.02 -.18-2.47 * 6.09 *.18.03 * p<.05.,,,.,.,., (, 2011). (2015).
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,,,,, (2000). -. (12), 227-239.,,,, (2011). :. (4), 1371-1390. (2005). 5.. (2008).,.. (2009)... (2014)...,,, (2010). 5. (1), 81-93.,, (2009).. (4), 105-131.,,,,, (2012).. (1), 55-63. (2012). :, (2013). (MBI-SS). (2), 165-187. (2003)..,, (2017)., -,. (1), 425-437. (2011). :. (1), 99-109. (2014).. (2), 77-87.,,, (2014). - -. (4), 299-308.,,,,, (2015).
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