Achievement Anxiety of Prospective Teachers: A Research in the Context of Their Attitudes towards Public Staff Selection Examination

Durmuş Ümmet

doi:10.13189/ujer.2016.041023

Abstract

The aim of this study is to examine the achievement anxiety of prospective teachers according to their attitudes to Public Staff Selection Examination (KPSS) and some demographic variables. The study group consists of 312 graduated and final year prospective teachers studying at different faculties of education and science and literature in Turkey. The data was collected by using Achievement Anxiety Scale, Public Staff Selection Examination Attitude Scale and personal information form that was prepared by the researcher. Relational screening method was used in the research. Analyzing the obtained findings, it was determined that there were significant relationships between facilitating achievement anxiety scores and debilitating achievement anxiety scores with KPSS attitude scale sub-dimensions. Besides, it was found that there were significant differences between their status of attending the KPSS course, daily study hours and the number of taking exams; whereas, it did not differ from the gender and department variables of prospective teachers' achievement anxiety. The findings were discussed within the scope of related literature and similar studies, then various proposals were brought forward.

Highlights

From the moment human being are born, we start to learn and perform what we learn [1]
The aim of this research is to examine the achievement anxiety of prospective teachers according to their attitudes to Public Staff Selection Examination (KPSS) and some variables
There was no significant relationship between debilitating anxiety score and emotional stress sub-dimension scores

Summary

Introduction

From the moment human being are born, we start to learn and perform what we learn [1]. At first, this performance is evaluated informally by parents, with school age, it is started to be evaluated formally and it continues to be evaluated lifelong by other people. This performance is evaluated informally by parents, with school age, it is started to be evaluated formally and it continues to be evaluated lifelong by other people Each of these evaluations reveals anxiety emotion from any individual. Anxiety starts from the moment when we are born and continues for lifetime [2]. There are many definitions of anxiety in the literature, the common decision of the definition is “an unpleasant feeling or emotion” and it is highlighted that it is a feeling that is more or less experienced by almost everyone in their lives

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