중앙대학교 심리학과
Department of Psychology, Chung-Ang University, Seoul, Korea
The purpose of this study was to examine the relationship between academic stress and mindfulness in test-anxiety for adolescents. 289 middle school students completed academic stress questionnaire, mindfulness questionnaire, and test-anxiety inventory. Results of multiple regression analysis revealed that academic stress and mindfulness affected test-anxiety. But the interaction effect of academic stress and mindfulness on test-anxiety was not significant. Only the interaction effect of achievement stress and mindfulness on test-anxiety was significant. In other words, good mindfulness experienced less test-anxiety whether occur or not achievement stress, but poor mindfulness experienced more test-anxiety when achievement stress. Finally, clinical implications and limitations of this study were discussed with comments for further studies. (Korean J Str Res 2008;16:79∼84)