关键词: 游戏疗法, 考试焦虑, 自我效能感, 儿童

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