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Journals / Sağlık Bilimleri Dergisi / 2025 / Cilt: 34 Sayı: 3

From Stress to Success Show Exam Anxiety Affects Dental Students’ Performance?

Stresten Başarıya Sınav Kaygısı Diş Hekimliği Öğrencilerinin Performansını Nasıl Etkiler?

Servet Bozkurt(NEVŞEHİR HACI BEKTAŞ VELİ ÜNİVERSİTESİ)0000-0002-1482-687X
Kevser Kurt Demirsoy(NEVŞEHİR HACI BEKTAŞ VELİ ÜNİVERSİTESİ DİŞ HEKİMLİĞİ FAKÜLTESİ)0000-0001-7271-4377
Elif Ceren Balcı(NEVŞEHİR HACI BEKTAŞ VELİ ÜNİVERSİTESİ)0000-0002-9822-0356
Semih Ayrıkçil(NEVSEHIR HACI BEKTAS VELI UNIVERSITY)0000-0002-1606-4151
Pages
336–345
Publication Date
2025-12-30
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

However, inter-class analysis revealed significant differences between Pre-Theoretical State Anxiety Scores (p=0.004) and overall State Anxiety Scores (Pre-Post) (p<0.001), whereas no difference was observed in Pre-Practical State Anxiety Scores (p=0.088).

📌 3 Key Takeaways

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Objective & Hypothesis:This study aimed to evaluate dental students' anxiety levels and their effects on academic performance in relation to class level and exam type.
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Key Findings & Data:A total of 74 students (45 females, 29 males) from the 1st and 3rd years of Nevşehir Hacı Bektaş Veli University Faculty of Dentistry participated.
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Conclusion & Impact:However, inter-class analysis revealed significant differences between Pre-Theoretical State Anxiety Scores (p=0.004) and overall State Anxiety Scores (Pre-Post) (p<0.001), whereas no difference was observed in Pre-Practical State Anxiety Scores (p=0.088).
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Akademik başarı · diş hekimliği öğrencileri · sınav kaygısı

Abstract

This study aimed to evaluate dental students' anxiety levels and their effects on academic performance in relation to class level and exam type. A total of 74 students (45 females, 29 males) from the 1st and 3rd years of Nevşehir Hacı Bektaş Veli University Faculty of Dentistry participated. Anxiety was assessed using State-Trait Anxiety Inventory (40 items). Participants were categorized into two groups (1st-year and 3rd-year) and evaluated before theoretical (Anatomy) and practical (Prosthetics) exams. No significant relationship was found between exam scores and pre-exam anxiety levels. However, inter-class analysis revealed significant differences between Pre-Theoretical State Anxiety Scores (p=0.004) and overall State Anxiety Scores (Pre-Post) (p<0.001), whereas no difference was observed in Pre-Practical State Anxiety Scores (p=0.088). Intra-class evaluations showed that in 1st-year students, the median pre-theoretical score 44 was significantly higher than the pre-practical score 39 (p<0.001). In contrast, in 3rd-year students, the mean pre-theoretical score was 38.8, while the pre-practical score was significantly higher at 43.2 (p=0.025). Although anxiety did not significantly affect exam performance, differences according to academic year and exam type were evident. These findings emphasize the importance of monitoring and managing exam-related anxiety, and providing effective psychological support to dental students to promote academic success.

Özet

Bu çalışmanın amacı, diş hekimliği öğrencilerinin sınav öncesi kaygı düzeylerini ve bunun akademik başarıya etkisini sınıf düzeyi ve sınav türü açısından değerlendirmektir. Nevşehir Hacı Bektaş Veli Üniversitesi Diş Hekimliği Fakültesi’nin 1. ve 3. sınıflarında öğrenim gören toplam 74 öğrenci (45 kadın, 29 erkek) çalışmaya dahil edilmiştir. Öğrencilerin kaygı düzeyleri, 40 sorudan oluşan Durumluk-Sürekli Kaygı Envanteri ile ölçülmüştür. Katılımcılar 1. sınıf ve 3. sınıf olarak iki gruba ayrılmış, teorik (Anatomi) ve pratik (Protetik) sınavlar öncesinde değerlendirilmiştir. Sınav öncesi kaygı ile sınav notları arasında anlamlı bir ilişki bulunmamıştır. Ancak sınıflar arası analizde, Teorik Sınav Öncesi Durumluk Kaygı Puanlarında (p=0.004) ve Genel Durumluk Kaygı Puanlarında (Önce-Sonra) (p<0.001) anlamlı farklılık saptanırken, Pratik Sınav Öncesi Kaygı Puanlarında fark gözlenmemiştir (p=0.088). Sınıf içi değerlendirmelerde, 1. sınıflarda teorik sınav öncesi ortanca puan 44, pratik sınav öncesi ise 39 bulunmuş ve bu fark anlamlıdır (p<0.001). 3. sınıflarda ise teorik sınav öncesi ortalama 38.8 iken, pratik sınav öncesi 43.2 ile daha yüksek bulunmuş ve fark anlamlıdır (p=0.025). Kaygının akademik başarıyı doğrudan etkilemediği görülse de sınıf düzeyi ve sınav türüne göre farklılık göstermesi dikkat çekicidir. Bulgular, sınav kaygısının etkin yönetiminin ve öğrenci desteğinin önemini vurgulamaktadır.

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Cite This Article

Bozkurt, S., Demirsoy, K. K., Balcı, E. C., Ayrıkçil, S. (2025). From Stress to Success Show Exam Anxiety Affects Dental Students’ Performance?. Sağlık Bilimleri Dergisi, Cilt: 34 Sayı: 3, 336–345. https://doi.org/10.34108/eujhs.1666857

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