Abstract
Student burnout can lead to lower motivation to do required coursework and higher absenteeism. The purpose of the study was to examine whether a significant correlation exists between burnout, test anxiety, test attitude, and test motivation of prospective mathematics teachers studying at mathematics teacher program in an education faculty of a state university in Turkey. This study also sought to examine whether there is a significant difference between burnout, test anxiety, test attitude, and test motivation of prospective mathematics teachers, according to gender and grade level. Data were collected from 340 students. We found a significant positive correlation between test attitude and test motivation, between burnout and test anxiety; also the results of ANOVA showed that there was a statistically significant difference in prospective mathematics teachers’ burnout and test anxiety, according to grade level. These findings support prospective mathematics teachers’ test attitude had a significant positive correlation with test motivation, their burnout had a significant positive correlation with test anxiety and there was a significant difference between burnout and test anxiety, according to grade levels.
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