Test anxiety

Perfectionists have shown increased negative affect after failure compared to nonperfectionists. However, little is known about how perfectionists react to repeated failure. This study investigated the effects of two forms of perfectionism—self-oriented perfectionism and socially prescribed perfectionism—on 100 university students’ reactions to repeated failure (versus repeated success) examining three negative emotions: anxiety, depression, and anger. Results showed that socially prescribed perfectionism predicted increased anxiety, depression, and anger after initial failure and further increased anger after repeated failure. In contrast, self-oriented perfectionism predicted increased anxiety, but only after repeated failure. The findings suggest that both self-oriented and socially prescribed perfectionism are vulnerability factors predisposing individuals to react with increased negative affect after repeated failure.

The current study was conducted to explore correlation between adjustment and test anxiety among the secondary students with respect to their gender and locality of the students of secondary schools affiliated to the West Bengal Board of Secondary Education in Dakshin Dinajpur District, West Bengal. The investigators adopted an adjustment inventory and test anxiety scale to collect the required data. They applied the PearsonProduct Moment Method to find out the said relation and t-test also usedto find out the difference of correlation coefficients among the sub-samples. The study explored that there is significant negative correlation between test anxiety and adjustment of the secondary students.The study also revealed that there is statistically significant negative correlation between test anxiety and adjustment of the male and female students of secondary education. It was also found that there is statistically significant negative correlation between test anxiety and adjustment...

Test anxiety has a significant role in one’s educational, professional and emotional life. Therefore, it is not surprising that the testing environment generates anxiety for a number of individuals. The issues provided in this article, present a detailed review of the current literature related to testing, including the conceptualization and components of test anxiety, the prevalence and negative consequences of test anxiety, possible sources of perception, gender differences in test anxiety, and treatment for test anxiety. Applying these contents as a whole with consideration of current views about test anxiety will broaden our knowledge in the field of test anxiety.

AIM: This study aimed to effectiveness of cognitive learning strategies on test anxiety and school performance in female high school students. METHODS: The study was quasi‑experimental with pretest–posttest and random assignment and control group. The sample consisted of 60 individuals selected randomly who were divided into two groups, i.e., one experimental group and one control group. Data were collected through scale of anxiety test Sarason test anxiety scale (SAT) and students' marks in the middle‑term examination and the final examination were collected from the history book. At first, both experimental and control groups were pretested through test anxiety scale. Their marks in the middle‑term examination in history were considered. Then, cognitive learning strategies, including repeating and reviewing, expanding, summarizing, comparing and organizing, were reached to experimental group in four sections. Both groups were posttested again by SAT after the intervention. Descriptive statistics (mean and standard deviation) and inferential statistics (t‑independent) were used to analyze data with SPSS‑21 software. RESULTS: The results of dependent and independent groups t‑tests showed a significant difference between pretest and posttest scores of the experimental and control group (P < 0.05). CONCLUSION: Hence, it was concluded that training on cognitive learning strategies has a positive effect, leading to a reduction of test anxiety and enhancement of the guidance school girls' educational performance.

Purpose: In this study, it is aimed to determine the level of test anxiety and self-esteem in the high
school students preparing for the university exam in Bitlis, Turkey, and to investigate the effect of test
anxiety on self-esteem.
Material and methods: Seven-hundred and twenty-four high school students who were preparing for
the university entrance examination in Bitlis participated in the study. A questionnaire which includes
socio-demographic data form, Rosenberg Self-Esteem Scale and Revised Test Anxiety Scale was prepared
as an e-questionnaire for the students to fill easily and uploaded to the Bitlis State Hospital's
website. Schools were called and informed for the students to fill out the e-questionnaire on the
Internet.
Results: The most important findings from our study are that gender is influential on test anxiety and
self-esteem score and test anxiety level are negatively correlated. It was observed that female students
had more test anxiety than male students and those who had higher self-esteem had less test anxiety.
Conclusion: Consequently, our study shows that university entrance examination creates anxiety on
students and reduces self-esteem, especially in female students.

Dit onderzoek heeft de biologische, psychologische, gedragsmatige, opvoedingsgerelateerde en schoolgerelateerde oorzaken van faalangst bij jongeren in kaart gebracht door middel van een review van bestaande wetenschappelijke literatuur. De belangrijkste oorzaken zijn genetische factoren, fysieke factoren, negatieve gedachten over eigen kunnen, hanteren van prestatievermijdingsdoelen en taakvermijdingsdoelen, zelfbelemmering, defensief pessimisme, ouderlijke prestatiedruk, cultuur van de ouders, intergenerationele overdracht van faalangst, situationele invloeden van de schoolcontext, beleidsmaatregelen en verwachtingen van de school. Er is een nieuwe definitie van faalangst voorgesteld en er is voorgesteld om faalangst op te nemen in de DSM. Deze suggesties en kennis over de oorzaken van faalangst leiden hopelijk tot het inspelen op de faalangstrisico’s in de omgeving van de jongeren, betere risicotaxatie, betere behandeling en terugdringing van faalangst.

Cumulative evidence has shown that four dimensions can be differentiated in the experience of test anxiety: worry, emotionality, interference, and lack of confidence. To investigate whether these dimensions show specific relationships with ways of coping, a study with 162 students (75 male, 87 female) examined how students cope with anxiety and uncertainty in the run-up to important exams. Coping strategies included task-orientation and preparation, seeking social support, and avoidance. Results showed that overall test anxiety was related to seeking social support. When dimensions of test anxiety were inspected individually while controlling for interdimensional overlap, however, results showed a specific pattern of relationships: (a) worry was related to task-orientation and preparation and inversely related to cognitive avoidance, (b) emotionality was related to task-orientation and preparation and seeking social support, and (c) interference was related to avoidance and inversely related to task-orientation and preparation, whereas (d) lack of confidence was related to avoidance only. Although some gender differences emerged, the findings indicate that the main components of test anxiety display different relationships with coping. Moreover, they confirm that it is important to differentiate between worry and interference because these dimensions, albeit closely related, may show opposite relationships with ways of coping.

Test anxiety has long been an issue with students, parents and in schools on a global level. Many students are becoming overwhelmed with the increased demands placed on test preparation and test performance. Accountability measures have become a major priority, with school children enduring standardised testing annually from grades 3-8, and once more in high school. This article will explore the many facets of test anxiety, what some schools are doing to try to reduce the anxiety and interventions, so that counsellors can use in their work with students.

The purpose of this study is to determine the relationship between test-anxiety and academic achievement among adolescents in Sanandaj, Iran. The respondents comprised of 400 students (200 boys and 200 girls) in the age range of 15-19 years old that were randomly selected from nine high schools in Sanandaj, Iran. A self administered questionnaire was used for data collection which includes a Test-Anxiety Inventory (TAI)(Abbolghasemi, 1988), Grade Point Average (GPA) score and personal information. ...

Available online xxxx This study explored factors with the potential to exert facilitative and debilitative influence on undergraduate students' academic performance. Participants responded to the Schutte Emotional Intelligence Scale, COPE inventory , and Cognitive Test Anxiety Scale-Revised and agreed to have their responses paired with institutional performance data. Analyses tested the iterative and collective influence of the identified variables on four-year GPA after controlling for previous academic performance (first-year GPA). The examination revealed cognitive test anxiety and use of emotion-focused coping strategies were significant predictors of students' long-term academic outcomes such that increased cognitive test anxiety and increased use of emotion-focused coping strategies were associated with decreases in four-year GPA. The results inform the nature of the influence these student factors have on long-term academic outcomes and highlight the importance of developing a multifaceted intervention model that supports emotion regulation and self-regulation skill development to buffer the impact of cognitive test anxiety on achievement.

Keywords The main purpose of this research is to examine the mediation role of interpersonal competence between parent and peer attachment and subjective well-being. The secondary purpose is to determine whether the relationships between the latent variables in the model differ on gender. A total of 462 students (229 male, 233 female) aged from 14 to 18 years old studying at five different high schools in a province in The Black Sea Region participated in the study. The mean age of participants in the study was 15.81 (S.D: 2.1). Parent and Peer Attachment Inventory, Adolescent Subjective Well Being Scale, and Interpersonal Competence Scale were utilized in data collection. According to the results of the study, it was found that three of the five dimensions of interpersonal competence, which is the variable tested for mediation, initiating relationship, asserting influence, and dimensions of resolving conflict except for self-disclosure and providing emotional support partially mediated between attachment to parents and peers and subjective well-being. In addition, analyzing the relations between latent variables, it can be understood that the relationship between parent and peer attachment and interpersonal competence, as well as the relationship between parent and peer attachment and subjective well-being did not differ on gender. While there was a significant difference on behalf of men between interpersonal competence and subjective well-being, no significant difference was found on behalf of females between two variables. Research findings were discussed within the context of the related literature and some suggestions were provided for researchers and practitioners in the field of psychological counseling and guidance.

Bu çalışmanın amacı, yüksek sınav kaygısı olan ortaokul ve lise öğrencileriyle yapılan yaratıcı drama grup çalışmasının öğrencilerin sınav kaygısı düzeyi üzerindeki etkililiğini ölçmektir.
Sınav kaygısı, özellikle merkezi sınavlara hazırlanan ortaokul ve lise öğrencilerinin performanslarını düşüren önemli bir etmendir. Bu nedenle öğrencilere sınav kaygısıyla başa çıkma becerisi kazandırmayı hedefleyen etkinlikler, okul rehberlik hizmeti çalışmalarının başında gelmektedir. Yaratıcı drama, psikolojik danışma ve rehberlik hizmetlerinde gittikçe artan bir uygulama alanına sahip olmasına rağmen sınav kaygısı konusunda kullanıldığına fazla rastlanmamaktadır. Oysa yaratıcı drama, kendini tanımaya katkı sağlaması, yaratıcı ve esnek düşünmeyi geliştirmesi ve problem çözme becerilerini artırması gibi özellikleri ile sınav kaygısının azaltılmasında oldukça etkili olabilir. Bu varsayımdan hareketle bu çalışmada öğrencilerle yaratıcı drama grup çalışması yapılmış ve çalışmanın sınav kaygısı üzerindeki etkililiğinin ölçülmesi amaçlanmıştır. Çalışma İstanbul Kadıköy’den 15 rehber öğretmen ve 134 öğrencinin katılımıyla gerçekleştirilmiştir. Katılımcı rehber öğretmenler özellikle sınavkaygısı ile başa çıkmaya odaklanan yaratıcı drama eğitimi ve süpervizyon desteği almışlardır. Sekiz hafta süren bu oturumları eş zamanlı olarak okullarında oluşturdukları öğrenci gruplarıyla gerçekleştirmişlerdir. Araştırmada tek gruplu ön test – son test uygulamalı yarı deneysel model kullanılmıştır. Veriler “Sınav Kaygısı Ölçeği” ile toplanmıştır. Araştırma sonuçları, tüm öğrencilerin birlikte değerlendirildiklerinde tüm alt boyutlardaki ve toplamdaki kaygı puanlarında anlamlı fark oluştuğunu göstermiştir. Okul kademesi ve cinsiyete gore değerlendirildiklerinde ise bazı alt boyutlarda yaratıcı drama çalışmasının anlamlı fark oluşturmadığı görülmüştür.

In deze studie is de samenhang tussen waargenomen academische ondersteuning en negatieve faalangst onderzocht. Tevens is onderzocht hoe dit verband sociaal en psychisch verklaard kan worden. De respondenten waren 414 Nederlandse en Belgische leerlingen van groep 6, 7 en 8 van de basisschool. Resultaten van confirmatorische factoranalyses en structural equation modeling lieten zien dat de gespecificeerde modellen goed aansloten bij de data. Er werd een negatief verband gevonden tussen waargenomen academische ondersteuning en faalangst. In het sociale model werd dit verband deels gemedieerd door sociale acceptatie door klasgenoten, maar niet door relatie met de leerkracht. In het psychisch model werd het verband volledig gemedieerd door academisch zelfconcept, maar niet door cognitieve betrokkenheid. Er wordt geconcludeerd dat academische ondersteuning effectief kan zijn als een proces dat in de klas plaatsvindt en gewenste uitkomsten op het gebied van academisch zelfconcept en sociale acceptatie combineert met gewenste uitkomsten op het gebied van faalangst.

Test anxiety seems like a benign problem to some people, but it can be potentially serious when it leads to high levels of distress and academic failure. The aim of this study is to define the correlation among high school senior students' test anxiety, academic performance (GPA) and points of university entrance exam (UEE). The study group of the research was composed of 194 high school senior students in Turkey. To specify students' test anxiety, " Test Anxiety Inventory " developed by Spielberge et al. and adopted into Turkish by Oner was used. The data on students' UEE points and GPA were obtained from school administration. In the result of pearson correlation analysis, it was found significant reverse correlation between students' test anxiety and points of UEE. It was also seen significant positive correlation between students' GPA and scores of UEE. Besides, in the analysis done according to gender, the result showed that although there was a significant reverse correlation between female students' test anxiety and points of UEE, it was seen a significant positive correlation between their points of UEE and their GPA. According to data analysis done for male students, significant positive correlation between male students' GPA and points of UEE occured. Following t-test results, it was found significant difference in test anxiety and GPA in favor of female students and in points of UEE in favor of male students. These findings extend the previous studies carried out on test anxiety and its reflections and encourage further studies.

This study aimed to validate the English version of Sahin's (2019) State Test Anxiety Scale (STAS) which was originally developed in Turkish based on the latest bio-psychosocial model of test anxiety. For this purpose, the Turkish version of STAS was translated into English and administered to 360 (123 females, 237 males) students from 22 countries. The data were subjected to the confirmatory factor analysis to confirm the three-factor structure as in the Turkish version. Most of the fit indices examined (χ 2 /df=1.94, CFI=.98, NFI=.96, NNFI=.98, IFI=.98, RMSEA=.05, SRMR=.05) indicated that the data of the STAS had a good fit to the three-factor structure as its Turkish version. The Alpha internal consistency coefficients were found to be .81, .77, .91, and .92, for Physiological effects, Psychosocial effects, Cognitive effects subscales, and the total scale respectively. Stratified Alpha was also calculated and was found to be .93. All in all, evidence collected in this study indicated that the English version of STAS was a valid and reliable scale as its Turkish version.

This study investigated the relationship among stress, test anxiety and academic performance in Mathematics among Senior Secondary School Students in Katsina metropolis. The study was conducted with four research objectives, four research questions and four null hypotheses. The study adopted correlational research design and used two questionnaires as instruments for data collection. The sample for the study was arrived at using stratified sampling technique. A total of three hundred and twenty seven (327) students were used as research sample. The analysis of the data collected was done using both descriptive and inferential statistics. Findings among others show that: there is significant relationship between stress and academic performance in mathematics among senior secondary school students in Katsina metropolis (r=-0.932, p<0.05). It is recommended that proper stress assessment should be conducted to secondary school students by school managements in order to find and tackle the different levels of stress that affect students.

The current research focused on academic self-efficacy, study hours, and test anxiety as experienced by high school students. Specifically, it determined whether academic self-efficacy and study hours can serve as predictors of test anxiety. A total of 154 high school students participated in the study who gave their demographic information and answers to the questionnaires in 15 to 30 minutes. Employing a cross-sectional design, the data were analyzed using descriptive statistics, correlations, and regression. The main results showed that academic self-efficacy negatively predicted worry and emotionality, while study hours positively predicted the same outcome variables. Implications of these results were discussed.

The current study was conducted to explore correlation between adjustment and test anxiety among the secondary students with respect to their gender and locality of the students of secondary schools affiliated to the West Bengal Board of Secondary Education in Dakshin Dinajpur District, West Bengal. The investigators adopted an adjustment inventory and test anxiety scale to collect the required data. They applied the PearsonProduct Moment Method to find out the said relation and t-test also usedto find out the difference of correlation coefficients among the sub-samples. The study explored that there is significant negative correlation between test anxiety and adjustment of the secondary students.The study also revealed that there is statistically significant negative correlation between test anxiety and adjustment of the male and female students of secondary education. It was also found that there is statistically significant negative correlation between test anxiety and adjustment of the urban and rural students of secondary education with some exceptions.

This chapter is devoted to the issue of foreign language anxiety, a factor prevalent in most language classrooms. After a general description of the notion, its specific types and causes and a depiction of anxiety manifestations, we present the results of two studies aiming to specify the level of students’ anxiety, elaborating on the reasons of their fears, the coping strategies they employ, and differences among adults and teenagers and men and women. The final analysis of the results enables choosing the most favourable methods for conquering foreign language anxiety.

This article is a mixed method study which examines how a group of six elementary students who study English as a foreign language manage their emotional intelligence while taking their speaking exams. Data were collected through both quantitative and qualitative instruments such as an emotional intelligence test, non-participant observations, surveys, and individual interviews with open-ended questions. The results provide further insight into the students' emotional intelligence and the coping mechanisms/ strategies used to manage their emotional intelligence while taking two different speaking exams.

Psychology has documented great numbers of data related to anxiety since the investigators put their effort into acknowledging it and its effects. Anxiety is considered as a psychological construct indirectly associated with an object (Hilgard, Atkinson, & Atkinson, 1971). Earlier research focused its attention on describing the different types of anxiety and what causes it. As a result of these previous investigations anxiety became one of the most studied issues in a wide range of scientific branches. However, most of the studies related to anxiety related to students and academic life are still vague. In this paper, I would thus like to test the questionnaire described by Irwin G. Sarason (1952) and how test anxiety can have a deleterious effect on the outcome of student's grades. The overall aim of this paper is to have a clear explanation of which are the most anxiety triggering factors and, furthermore, to be able to help the educational community when facing these types of situations with their students or fellow teachers. Data were obtained by a group of forty senior high school students. This relationship was measured using the Test Anxiety Questionnaire, which was created by Irwin G. Sarason in 1952. After the students responded the battery of the questions the results showed how the levels of test anxiety increased mainly because of the pressure received from their surroundings and from themselves; being the focal point of this stress to excel university entrance exams. Students who did not desire to enter university or did not know what they wanted to major on were left outside the study. The results are discussed in terms of the definition of this exact type of anxiety and how it associates with a specific moment during education.

Experts must often execute cognitive and motor skills in demanding, potentially stressful environments. Broadly, stress impairs attention and working memory, increasing vulnerability to cognitive overload. Theories of attentional resources and cognitive skill acquisition suggest a Standard Capacity Model (SCM) of expertise and stress vulnerability. However, the SCM has several deficiencies including neglect of contextual factors and the complexities of stress. Theoretical challenges are compounded by methodological issues including the choice of stress measure, and individual differences in response. The interplay between stress and expertise is explored across four domains: test anxiety, sports performance, surgery, and vehicle driving. In each domain, stress is sometimes associated with overload, consistent with the SCM, such that expertise buffers stressor impacts. However, expert performance is also subject to domain-specific influences beyond cognitive capacity, including strategies for emotional regulation, choking under pressure, and aggressive behaviors. Thus, relationships between stress and expertise must be understood contextually.

The present study aims to probe the relationship between study habits and test anxiety of higher secondary students. In this normative study survey method was employed. The population for the present study consisted of higher secondary students studying in Tirunelveli district. The investigator used the simple random sampling technique. The sample consisted of 300 students from 10 higher secondary schools. The investigator used the Study Habits Scale by Santhy, K. R. (2010) and Test Anxiety Scale by Sharma, V. P. (1997). For analyzing and interpreting the data the investigator used percentile analysis, standard deviation, „t‟ test, and Pearson‟s product moment correlation as the statistical techniques. The findings show that (i) the level of study habits and test anxiety of the higher secondary students were moderate (ii) there was no significant relationship between study habits and test anxiety of higher secondary students.

The aim of the present study was to determine the role of the achievement motivation and test anxiety in predicting students' self-handicapping and procrastination. The method was descriptive-correlational, and the statistical population included all young students of the University of Applied Sciences and Technology of East Tehran; who were studying in one of the faculties of this university in the academic year of 2017-2018. The Cochran's sample size estimation formula was used to determine the sample size, which were 340 people. The sampling was done on a basis of a random multi-step way. Edward E. Jon's self-efficacy scale, Herman's motivated progress, Solomon's and Rathblum's procrastination, and Sarason's test anxiety were used in the study in order to collect the data. The SPSS 24 and Pearson correlation and canonical correlation methods were used to analyze the data. The findings showed that predicting the variable of procrastination based on test anxiety variables and achievement motivation is significant (p .

Test Anxiety is a major educational problem, which has significant implications in learning environments. This paper aims to contribute to good health and well-being of students, as well as to achieve quality education without interfering effects of test anxiety. This outcome specifically indicate that since students do not get psychological help when they experience exam distress and anxiety, they cannot cope with the problem. The findings of this research will facilitate psychologists to formulate efficient anxiety reduction techniques, thereby enabling students to overcome test anxiety.

The purpose of the current examination was to preliminarily suggest severity standards for the recently revised Cognitive Test Anxiety Scale-Second Edition (CTAS-2). Participants responded to the CTAS-2, Motivated Strategies for Learning Questionnaire (MSLQ), and FRIEDBEN Test Anxiety Scale. Using both latent class and cluster analyses, we were able to classify participants as belonging to one of the three distinct cognitive test anxiety profiles-low, moderate, and high. Comparison of the identified test anxiety profiles allowed us to generate a set of severity standards for the CTAS-2 that can be used to differentiate between individuals with differing levels of cognitive test anxiety. The validity of the severity standards was established through group comparisons of test-anxious students on the MSLQ-Text Anxiety, FRIEDBEN-Cognitive Obstruction, FRIEDBEN-Social Derogation, and FRIEDBEN-Physiological Tenseness scales. Discussion concerns the practical implications of establishing CTAS-2 severity standards for educators, student support staff, and learners.

This study investigated Big Five Personality Traits and test anxiety of Turkish EFL learners. The data were gath-ered via two questionnaires, Goldberg’s (2001) International Personality Item Pool and adapted version of Sarason's (1984) Test Anxiety Scale. The main objectives were to find out partic-ipants' test anxiety and to identify personality traits predicting students’ test anxiety. Descriptive statistics showed that stu-dents had a moderate level of test anxiety. It was obvious that students had a confidence problem. Students believed that they would do better after the exam. On the other hand, the partici-pants were found to be less anxious about the motivation relat-ed items. Pearson product moment analyses yielded negative relationships between test anxiety and personality traits of ‘emotional stability’, ‘imagination’, and ‘extraversion’. Regres-sion analyses significantly identified ‘emotional stability’, and ‘imagination’ personality traits as predicting test anxiety.

The present study aims to probe the relationship between study habits and test anxiety of higher secondary students. In this normative study survey method was employed. The population for the present study consisted of higher secondary students studying in Tirunelveli district. The investigator used the simple random sampling technique. The sample consisted of 300 students from 10 higher secondary schools. The investigator used the Study Habits Scale by Santhy, K. R. (2010) and Test Anxiety Scale by Sharma, V. P. (1997). For analyzing and interpreting the data the investigator used percentile analysis, standard deviation, "t" test, and Pearson"s product moment correlation as the statistical techniques. The findings show that (i) the level of study habits and test anxiety of the higher secondary students were moderate (ii) there was no significant relationship between study habits and test anxiety of higher secondary students.

The purpose of this study was to identify the levels of the English language anxiety experienced by Form Four students in two selected schools. It was also to find out the extent of the relationship between students' English language anxiety and their achievement in school based oral English tests; and the difference between genders in English language anxiety. A survey was administered to 200 Form Four students (aged 15-16) of two secondary schools. The questionnaire reflected three components of English language anxiety, namely: (a) communication apprehension, (b) fear of negative evaluation, and (c) test anxiety. Descriptive analysis, independent sample t-test and correlation test were used in the study. The results of this study revealed that students have a moderate level of English language anxiety and significant difference between genders in English language anxiety.

Abstract
Anxiety is defined as the subjective feeling of apprehension, worry, and tension caused by the perception of situations as psychologically or physically threatening (Spielberger, 1972). Researchers distinguish between trait and state anxiety as dispositional and transitory experience respectively. The test anxiety is an anxiety experienced by the individuals in a test situation which differs on nature of test and purpose of undergoing test. Most of the researchers showed concern in relationship between test anxiety and academic success. This paper investigates relationship between Test Anxiety and Performance at the time of selection of Armed Force Officer Cadre applicants over a battery of projective tests for personality assessment. A sample of 122 male subjects (71 Fresher and 51 Repeater) pooled through purposive sampling had undergone a Battery of Projective Test comprising Thematic Apperception Test, Word Association Test, Situation Reaction Test and Self Description in group testing condition. Test Anxiety Inventory which consists of two subscales viz. Worry and Emotionality, developed by Spielberger et al. (1978) was administered prior to administration of Projective Test Battery. Results revealed significant difference between Test familiarity (Fresher and Repeater) and Emotionality (t (107) =2.02, p<.05); Performance and Result (χ2 (1) = 22.11, p<0.01). However, no significant differences were found between Worry and Test familiarity, Performance, Result; between Emotionality and Performance, Result; between Total Anxiety and Test familiarity, Performance, Result. Similar study can be replicated Interview and Objective tests for assessing personality at the time of recruitment and selection.
Keywords: Test Anxiety, Performance, Results, Test familiarity, Battery of Projective Tests, Worry, Emotionality, Personality Assessment.

Test anxiety can affect any student irrespective of gender, ethnicity, socioeconomic status, grade level or intellectual capacity. The study sought to develop and validate an instrument for measuring test anxiety among students. A sample of 367 respondents (169 females and 198 males) were selected through multi-stage sampling procedures. An Exploratory Factor Analysis using Principal Component Analysis with Varimax (orthogonal) rotation and Eigen Values of 1 were used in the analysis. With this, two factors with the first factor accounting for 60.02% of the variability of the entire set of variables were retained. The KMO and Bartlett's test of Sphericity were used to examine the relationship among the items. The KMO in assessing the sampling adequacy stood at 0.924 with the Bartlett's test of sphericity (X^ 2 = 4267.666) being significant (p = 0.000). The inclusion criteria which served as the cutoff point was 0.40. After the analysis, 20 items loaded successfully on the main factor. After estimating the reliability coefficient (0.894) of the final 20 items, the study concludes that the items can be used by researchers, counsellors, teachers and other stakeholders to measure students' test anxiety.

Perhaps one of most the common topics brought up in the academic context is cheating and while it is understood that there are rules for everyone's enhancement, cheating, especially in school, is still a common practice. The study aims to assess test anxiety, peer pressure and religiousness as factors affecting Senior High students’ cheating behaviors. The researchers will use the descriptive-correlational research design with a target population of 274 SHS students using questionnaires as the survey instrument and the statistical tool used was pearson-moment correlation. Results indicated that the (a) students have moderate test anxiety which has a strong correlation on cheating behavior, (b) Religiousness also has a strong correlation with cheating behavior and (c) Peer pressure has a very strong correlation on cheating behavior. The researchers concluded that despite the students having moderate anxiety they seldom resort to cheating behaviors. Regardless of their religiousness, they still commit cheating behaviors. Also, students are seldom affected by peers, so they are seldom influenced to execute cheating behavior. The researchers recommend that moral development must be promoted among the students to become an eye-opener to lessen cheating. Also, the teachers must encourage students to focus on the level of learning. Future researchers are suggested to explore other parameters to know the level of cheating behaviors in school.

Test anxiety involves a combination of physiological worry and fear about test performance, and generally interferes with normal learning. People experience extreme stress, anxiety, and discomfort during and/or before taking a test. The aim of this study is to unearth prospective English language teachers' test anxiety level and to search if there is a relationship between gender, age, grade and high school graduated and testing anxiety. A test anxiety scale, consisting of 20 items and 4 open-ended questions, was given to 267 prospective ELT teachers at 19 Mayıs University and the data were analyzed statistically. The results indicate that female students are more anxious than male partners. Secondly, fourth graders dread testing more. Third, there is no significant difference between the high school graduated and testing anxiety. The only difference seems to be within the groups of Anatolian High School and Anatolian Teacher Training High School graduates. Age and anxiety relationship is found to be significant. The results show that young adults seem to be more apprehensive. In open-ended question section, prospective teachers were asked to list anxiety provoking factors; state negative effects that tests can bring on them; mention ways to reduce or overcome test anxiety. Answers varied.

This study investigates the relationship between study habits, achievement goals, and academic self-efficacy with high school students test anxiety. This is a descriptive-analytic correlational study. The statistical population included all high school students in Kashan during the academic year 99-98 (over 8000). For the purpose of sampling, 449 persons (224 males and 225 females) were selected by random sampling. Research instruments included test anxiety questionnaires (Abolghasemi et al., 1996), study habits (Palsani & Sharma, 1982), achievement goals (Elliott & McGregor, 2001), and academic self-efficacy (Jinks & Morgan, 1999). Data were analyzed using descriptive statistics (average, standard deviation) and inferential statistics (Pearson correlation and stepwise regression) by SPSS-20 software. The results showed that there is a negative and significant relationship between test anxiety and study habits (p <0.01), achievement goals (p <0.01) and students academic self-efficacy (p <0.01).School counselors and education specialists should pay more attention to study habits, development goals, and self-efficacy of students in order to reduce anxiety of students and try to reduce anxiety through effective planning based on students’ abilities.

Objectives: To investigate undergraduate students’ test anxiety level; to measure
the correlation between undergraduate students test anxiety with their
academic achievement; and to measure the correlation of undergraduate students’
test anxiety from the perspective of their gender.
Methodology: Students of eight departments at University of Swat constituted
the study sample. Among these, 126 undergraduate level students were selected
through simple random sampling technique. The tool used for the study was
Westwide Test Anxiety Scale. Analysis of data was done using SPSS version 21.
Results: Among the selected respondents, there were 89 (70.63%) male and
37 (29.37%) female students. Our results revealed that 39.7% of undergraduate
university students were suffering from moderately high test anxiety. Male students
had 44.9% while female students had 27% moderately high test anxiety.
The correlation coefficient between CGPA and test anxiety of students was -.317
which shows inverse relationship. The average CGPA of male students was 2.8
while female students had a CGPA of 3.19. The mean test score of male undergraduate
students was 3.25 ±0.60 and female under graduate students was
3.13 ±0.77, p value .366.
Conclusion: Moderately high test anxiety was found in undergraduate university
students which was similar in both male and female students. Female students
showed better performance as compared to male students.
Key Words: Test anxiety, Academic achievement, Undergraduate students

This study aims to investigate the effect of psycho-education program on reducing the test anxiety and personal indecisiveness. The study was carried out with a group of ten 8th class volunteer students whose test anxiety scores were high. The test anxiety which is one of the study’s variables was tested with Test Anxiety Inventory (TAI) that is adapted to Turkish by Öner (1990). Besides, Personal Indecisiveness Scale (PIS) that was developed by Bacanlı (2000) was applied. The Psyco-education Program to the group was applied in 7 sessions. The study is semi-experimental and depended on pre-test, last-test model. Wilcoxon’s signed rank test was used to analyze data and . 05 significancy level was used as criteria in interpreting results. As a result, it was observed that psycho-education program to 8th class students is effective on reducing: the test anxiety scores of students; personal indecisiveness; (implicitly) social anxiety and increasing self-reliance.

Cognitive test anxiety is a considerable barrier to academic success. The control value theory of achievement emotions suggests emotions within academic situations-including test-anxious responses-follow from control and value appraisals. Furthermore, the control value theory suggests a multitude of individual-level factors that influence appraisals. However, few investigations have explored the interactive influence of enduring personality traits and control and value appraisals on the experience of cognitive test anxiety. The current study was designed to explore the relationship among openness to experience, neuroticism, conscientiousness, control and value appraisals, and cognitive test anxiety. Participants (N = 481) completed the Big Five Inventory, the Motivated Strategies for Learning Questionnaire, and the Cognitive Test Anxiety Scale-Short Form. Using exploratory structural equation modeling, we demonstrated that value and control appraisals were important predictors of cognitive test anxiety. Furthermore, results indicated that openness to experience was a positive predictor of value appraisals. Finally, results indicated that higher levels of control appraisals were associated with higher levels of conscientiousness and openness to experience and lower levels of neuroticism. These findings have important implications for our understanding of the determinants of cognitive test anxiety and have implications for efforts designed to identify test-anxious students. K E Y W O R D S big five personality dimensions, cognitive test anxiety, exploratory structural equation modeling

The objective of this study is to examine the test anxiety levels of the high school students in terms of various variables. The study was conducted in a screening model from descriptive research methods. The data is collected from 734 students, who are in the 11th grade of five different high schools in 2016-2017 education year in İstanbul province.

Objective : We assessed the level of students' test anxiety, and the relationship between test anxiety and academic performance. Methods : We recruited 166 third-quarter students. The Test Anxiety Inventory (TAI) was administered to all participants. Total scores from written examinations and objective structured clinical examinations (OSCEs) were used as response variables. Results : Multiple regression analysis shows that there was a modest, but statistically significant negative correlation between TAI scores and written exam scores, but not OSCE scores. Worry and emotionality were the best predictive models for written exam scores. Mean total anxiety and emotionality scores for females were significantly higher than those for males, but not worry scores. Conclusion : Moderate-to-high test anxiety was observed in 85% of the chiropractic students examined. However, total test anxiety, as measured by the TAI score, was a very weak predictive model for written exam performance. Multiple regression analysis demonstrated that replacing total anxiety (TAI) with worry and emotionality (TAI subscales) produces a much more effective predictive model of written exam performance. Sex, age, highest current academic degree, and ethnicity contributed little additional predictive power in either regression model. Moreover, TAI scores were not found to be statistically significant predictors of physical exam skill performance, as measured by OSCEs.

ÖZET

ÖĞRENCİ KAYGISI VE GENEL YETERLİLİK TESTİNDEKİ KONUŞMA BÖLÜMÜNE OLAN ETKİSİNİN TANITIMI
Selen SÖKMEN

Bu çalışmanın amacı üniversite hazırlık okulu öğrencilerinin konuşma testi kaygısı hissedip hissetmeyeceğinin belirlenmesidir. Ayrıca, bu çalışmada öğrencilerin cinsiyetleri ve bölümlerine göre kaygılarının oranında değişiklik gösterip göstermeyeceği araştırılmıştır. Araştırmada verileri toplamada 126 hazırlık okulu öğrencisine 3 kategoriden oluşan Genel İngilizce Yeterlilik Testi ölçeği dağıtılmıştır. 36 maddeden oluşan bu ölçeğe alt kategorileri belirlemek için Açıklamalı Faktör Analizi uygulanmıştır. Bunun yanı sıra, konuşma kaygısını nasıl yenebileceği ve/veya azaltabileceği konusunda için yapılan mülakatta 33 öğrencinin fikrine başvurulmuştur. Araştırma sorularını cevaplandırabilmek için hem nicel hem nitel yöntem uygulanmıştır. Veriler SPSS 17.0 istatistik analiz programı kullanılarak analiz edilmiştir. Elde edilen sonuçlar göstermiştir ki hazırlık okulu öğrencileri konuşma testi sırasında kaygılanmıştır. Ayrıca, erkek öğrenciler kız öğrencilere kıyasla sınav esnasında daha rahat davranmışlardır. Departmanların yaşadığı kaygı düzeyine göre ise, hukuk bölümü öğrencileri diğer bölüm öğrencilerine kıyasla konuşma testi sırasında daha fazla kaygılanmışlardır. Mülakata alınan öğrenciler ise konuşma kaygılarını daha fazla konuşma aktiviteleri yaparak, yabancı arkadaş edinerek, yabancı öğretmenleriyle konuşarak ve yurtdışına giderek yenebileceklerine inanmaktadırlar. Bu bulgular ilgili literatür bağlamında tartışılmıştır.

Anahtar Kelimeler: İngilizce konuşma kaygısı, İngilizce test kaygısı









ABSTRACT
STUDENT ANXIETY AND THE IDENTIFICATION OF ITS EFFECT IN THE SPEAKING COMPENENT OF A PROFICIENCY TEST
Selen SÖKMEN

The aim of the current study is to investigate whether the preparatory school students at a university may have speaking test anxiety. Additionally, it was examined whether there are differences in anxiety levels among students according to gender and the students’ departments. To collect data, 126 preparatory school students were given a GEPT (General English Proficiency Test) Scale consisting 3 categories. The 36 items in the questionnaire were subjected to Exploratory Factor Analysis (EFA) to determine the sub-categories of the scale. Moreover, 33 students were interviewed to get their opinions on how to overcome speaking test anxiety. Both quantitative and qualitative method design was applied to be able to answer the research questions. The data was analyzed by using Statistical Package for Social Sciences software (SPSS), version 17.0. The results showed that, preparatory school students were anxious during the speaking test. Also, it was found out that male students were much more relaxed during the speaking test comparing to female students. As for the departments, students in law department were more worried comparing to others. Students also believe they can overcome the speaking anxiety by doing speaking activities, making foreign friends, talking to their native teachers and going abroad. Those results were discussed within the context of relevant literature. 

Key words: English speaking anxiety, English speaking test anxiety
 

The Frost Multidimensional Perfectionism Scale (FMPS; Frost, Marten, Lahart, & Rosenblate, 1990, Cognitive Therapy and Research, 14, 449-568) provides six subscales for a multidimensional assessment of perfectionism: Concern over Mistakes (CM), Personal Standards (PS), Parental Expectations (PE), Parental Criticism (PC), Doubts about actions (D), and Organization (O). Despite its increasing popularity in personality and clinical research, the FMPS has also drawn some criticism for its factorial instability across samples. The present article argues that this instability may be due to an overextraction of components. Whereas all previous analyses presented six-factor solutions for the FMPS items, a reanalysis with Horn's parallel analysis suggested only four or five underlying factors. To investigate the nature of these factors, item responses from N = 243 participants were subjected to principal component analysis. Again, parallel analysis retained only four components. Varimax rotation replicated PS and O as separate factors, whereas combining CM with D as well as PE with PC. Consequently, the present article suggests a reduction to four (instead of six) FMPS subscales. Differential correlations with anxiety, depression, parental representations, and action tendencies underscore the advantage of this solution.

This study investigated the EFL learner's speed of processing an IELTS reading test, in relation to their scores on Foreign Language Reading Anxiety Scale (FLRAS) and Cognitive Test Anxiety Scale (CTAS). The association between their scores on the two aforementioned scales was also examined to find if there was any significant relationship. 196 senior university EFL learners majoring in either English translation or English literature were participating in the first phase of the study. Out of them 46 were chosen according to their FLRAS scores-23 of them were low-anxiety group and 23 were high-anxiety group-who participated in the second stage of the study. Their speed of reading and processing an IELTS reading test and their levels of CTAS were then examined. To find the relationship, the Pearson Product-moment formula was used and the results indicated that the higher were the EFL learners' scores on FLRAS and CTAS, the more time they needed to finish the reading task. A positive correlation between the EFL learners' levels of Foreign Language Reading Anxiety and their scores on CTAS was also found.