Rich S K
University of Southern California, School of Dentistry, Los Angeles.
J Dent Hyg. 1991 Oct;65(8):390-5.
This study investigated the relationship of test anxiety, study skills, aptitude, and prior GPA to academic and clinical performance in junior and senior dental hygiene students. Eighty-nine volunteer subjects completed a test anxiety scale (TAS) and an effective study test (EST) at the beginning of the spring semester. Prior grade point average (GPA) and dental hygiene candidate aptitude (DHCAT) scores were obtained, and the relationships of all variables to spring GPA and spring clinic grade were analyzed. TAS showed significant, but weak, inverse relationships with prior GPA (r = -.24, p less than .05) and spring GPA (r = -.29, p less than .01). Verbal, science, and reading comprehension subscales of the DHCAT were significantly and moderately associated with spring GPA. In a hierarchical/stepwise regression analysis. TAS did not explain any of the variance in academic or clinical performance. Study skills explained 3% of the variance in spring GPA and 6% of the variance in spring clinic grade. Prior GPA was identified as the strongest predictor of academic performance in the dental hygiene program as it explained 44% of the variance in overall spring GPA. None of the variables studied emerged as a strong predictor of clinical performance.
本研究调查了口腔卫生专业 junior 和 senior 学生的考试焦虑、学习技巧、能力倾向及先前的平均绩点与学业成绩和临床成绩之间的关系。89 名志愿者受试者在春季学期开始时完成了一份考试焦虑量表（TAS）和一份有效学习测试（EST）。获取了先前的平均绩点（GPA）和口腔卫生候选能力倾向（DHCAT）分数，并分析了所有变量与春季 GPA 和春季临床成绩之间的关系。TAS 与先前的 GPA（r = -0.24，p < 0.05）和春季 GPA（r = -0.29，p < 0.01）呈显著但较弱的负相关。DHCAT 的语言、科学和阅读理解子量表与春季 GPA 显著且中度相关。在分层/逐步回归分析中，TAS 未能解释学业成绩或临床成绩的任何方差。学习技巧解释了春季 GPA 方差的 3%和春季临床成绩方差的 6%。先前的 GPA 被确定为口腔卫生专业学业成绩的最强预测指标，因为它解释了春季总体 GPA 方差的 44%。所研究的变量均未成为临床成绩的强预测指标。
