Abstract: Objective To check and evaluate the effect of short term play therapy on the academic self-efficacy of children with test-anxiety. Methods A total of 16 children aged 12 years old with test-anxiety was separated into experiment group (n=8) and control group (n=8) randomly.The structural play therapy,as the intervention,was applied to the experiment group once a week to each case for 50 minutes each time and 12 times in total.The intervention effects were evaluated by questionnaire of Test Anxiety Questionnaire (TAQ) and Academic Self-efficacy Questionnaire (ASQ) at pretreatment and post-treatment.Effects of the structural play therapy were studied by the data of the results. Results Before the intervention,there were no significant differences between the two groups' scores of TAQ and ASQ.The experiment group,after 12 structural play therapy,the scores of the test-anxiety were lower than pretreatment (P=0.002),and lower than the control group (P=0.025).The total scores of ASQ and the scores of the satisfaction of academic capability part had significantly differences between both before and after interventions' experiment group (P all <0.01),also between the experiment group and the control group(P all <0.05). Conclusion The structural play therapy can obviously relieve the test-anxiety emotion of the children with test-anxiety and improve their academic self-efficacy.So the structural play therapy can be used as one of the effective method for the treatment of children with test-anxiety.

Key words: play therapy, test-anxiety, academic self-efficacy, children

摘要： 目的 探讨短程结构式游戏疗法对考试焦虑儿童学业效能感的干预效果。方法 采用考试焦虑问卷从东莞市某中学初一年级285名学生筛出16例高考试焦虑学生,采用等组前后测实验方法,分为干预组(8例)和对照组(8例),对干预组进行12次结构式游戏干预,用考试焦虑问卷与学业自我效能感问卷评估短程结构式游戏疗法对12岁考试焦虑儿童学业自我效能感和考试焦虑的干预效果。结果 经过12次的结构式游戏治疗干预,干预组考试焦虑总分比干预前明显降低(P=0.002),与对照组比较差异有统计学意义(P=0.025);干预组学生的学业效能感得分、学习能力得分比干预前得分明显提高(P均<0.01),与对照组比较差异有统计学意义(P均<0.05)。结论 结构式游戏疗法能有效提高考试焦虑儿童的学业自我效能感,降低考试焦虑水平。

关键词: 游戏疗法, 考试焦虑, 自我效能感, 儿童