SavedAdd your journal

Journals / Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi / 2014 / Cilt: 14 - Sayı: 2

Relationships between Test Anxiety and Test-Taking Strategies

TEST KAYGISI VE TEST YANITLAMA STRATEJİLERİ ARASINDAKİ İLİŞKİLER

Zeki ARSAL
Pages
306–320
Publication Date
2014-07-01
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

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

Furthermore, the results revealed that test-taking strategies were not important predictors of test anxiety of students

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Many studies on test anxiety, test performance, and test taking have performed, whereas only a few studies have dealt with the relationship between test anxiety and test-taking skills.
📊
Key Findings & Data:This study aimed to examine relationships between test anxiety and test-taking strategies.
💡
Conclusion & Impact:Furthermore, the results revealed that test-taking strategies were not important predictors of test anxiety of students
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Test kaygısı · Test yanıtlama stratejileri · Standart testler

Abstract

Many studies on test anxiety, test performance, and test taking have performed, whereas only a few studies have dealt with the relationship between test anxiety and test-taking skills. This study aimed to examine relationships between test anxiety and test-taking strategies. The participants of the study were 237 high school students studying in two high schools in the city in the Western Black Sea region in Turkey. Multiple Regression Analyses was conducted to find out the predictors of test anxiety. The results of the study indicated that there were statistically significant low correlations between test anxiety and during-test, after-test. Furthermore, the results revealed that test-taking strategies were not important predictors of test anxiety of students

Özet

Test kaygısı, test performansı ve test yanıtlama stratejileri ile ilgili birçok çalışma yapılmıştır. Ancak test kaygısı ve test yanıtlama stratejileri arasındaki ilişki çok az sayıda araştırmada incelenmiştir. Bu çalışmada test kaygısı ile test yanıtlama stratejileri arasındaki ilişki incelenmiştir. Araştırma, Türkiye’nin Batı Karadeniz Bölgesinde yer alan bir şehirdeki iki lisede öğrenim gören 237 öğrenci ile yapılmıştır. Araştırmada test kaygısını yordayan değişkenleri belirlemek için çoklu regrasyon analizi yapılmıştır. Araştırma sonuçları test kaygısı ile test yanıtlama stratejileri arasında anlamlı düşük bir ilişki olduğunu göstermektedir. Ayrıca araştırma sonuçları test yanıtlama stratejilerinin test kaygısını yordamada önemli değişken olmadığını ortaya koymaktadır

🔖

Cite This Article

ARSAL, Z. (2014). Relationships between Test Anxiety and Test-Taking Strategies. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 14 - Sayı: 2, 306–320. https://ajindex.com/articles/783

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (10)

  1. Alderson, J. C. (1990). Testing reading comprehension skills. Part two: Getting students to talk about taking a reading test. Reading in a Foreign Language, 7, 465– 503. Allalouf, A. & Ben-Shakhar, G. (1998). The effect of coaching on the predictive validity of scholastic aptitude tests. Journal of Educational Measurement, 35(1), 31- 47. Aydın, S. (2013). Factors affecting the level of test anxiety among EFL learners at elementary schools. E-International Journal of Educational Research, 4(1), 63-81.
  2. Beidel, D. C., Turner, S. M. & Trager, K. N. (1994). Test anxiety and childhood anxiety disorders in African-American and white school children. Journal of Anxiety Disorders, 8,169–179.
  3. Birenbaum, M. & Pinku, P. (1997). Effects of test anxiety, information organization and testing situation on performance on two test formats. Contemporary Educational Psychology, 22, 3–38.
  4. Bornholt, L. S. (2002). An analysis of children’s task strategies for a test of reading comprehension. Contemporary Educational Psychology, 27,80-98.
  5. Broekkamp, H. & VanHout-Wolters, B. H. A. (2007). Students’ adaptation of study strategies when preparing for classroom tests. Educational Psychology Review, 19(4), 401-428.
  6. Bruch, M. A. (1981). Relationship of test-takign strategies to test anxiety and performance: Toward a task analysis of examination behavior. Cognitive Therapy and Research, 5,41-56.
  7. Bruch, M. A., Juster, H. R., & Kaflowitz, N. G. (1983). Relationships of cognitive components of test anxiety to test performance: Implications for assessment and treatment. Journal of Counseling Psychology, 30, 527-536.
  8. Clause, C., Delbridge, K., Schmitt, N., Chan, D. & Jennings, D. (2001). Test preparation activities and employment test performance. Human Performance, 14(2), 149- 167. DeRosa, A.P. & Patalano, F. (1991). Effects of familiar factors on fifth and sixth grade students’ test anxiety. Psychological Reports, 68, 103–113.
  9. Dykeman, B. (1993). A multivariate analysis of study skills, test anxiety and locus of control in first-time üniversity students. Education, 113(3), 407-410.
  10. Farr, R., Pritchard, R. & Smitten, B. (1990). A description of what happens when on examinee takes a multiple choice reading comprehension test. Journal of Educational Measurement, 27 (3), 209—226. Hayes, H. & Embretson, S. E. (2013). The impact of personality and test conditions on mathematical test performance. Applied Measurement in Education, 26(2), 77- 88. Hong, E. & Karstensson, L. (2002). Antecedents of St