Abstract
The purpose of the study was to examine the relationship between the exam anxiety level of middle school students, their academic expectations stress, and level of motivation to study lesson. The study group consisted of 364 (184 female and 180 male) 7th and 8th grade secondary school students. Three instruments were used for data collection; Academic Expectations Stress Inventory, Motivation to Study for Adolescences Scale and Exam Anxiety Scale. Exam anxiety was chosen as dependent variable while academic expectations stress and motivation to study lesson were set as independent variables. In the current study, the relationship between variables was examined by Pearson correlation coefficient and whether independent variables predict dependent variable or not was tested by multiple regression analysis. As a result of correlational analysis, a positive and significant relationship was observed between teacher/parental expectations, self-expectations, amotivation and exam anxiety. On the other hand, intrinsic motivation and extrinsic motivation were not associated with exam anxiety. As a result of regression analysis, it was concluded that family/teacher expectations, self-expectations, amotivation, and extrinsic motivation significantly predicted exam anxiety.
Highlights
In the educational system in Turkey, middle school students are subjected to certain tests for passing into high schools, and they are eligible to study in a high school they can choose depending on their scores in these exams
When exploring the studies conducted in the field of education, it was found that female students' exam anxiety level is higher than male students’ (Eker, 2016), and it was shown that there is a relationship between exam anxiety, parental attitude (Duman, 2008), purpose-oriented behavior (Tartar, 2014) and depression (Yıldırım, 2004)
This study examining the relationship between exam anxiety and academic expectations stress and motivation to study lesson is important in order to complete missing aspects of other studies in the literature
Summary
Anahtar Kelimeler: Sınav kaygısı, Aile/öğretmen beklentileri, Kendine ilişkin beklentiler, Amotivasyon. Bu çalışmanın amacı ortaokul öğrencilerinin sınav kaygısı düzeyleri ile akademik beklentilere ilişkin stres ve ders çalışmaya motive olma düzeyleri arasındaki ilişkinin incelenmesidir. Araştırmada verileri Akademik Beklentilere İlişkin Stres Envanteri, Ergenler İçin Ders Çalışmaya Motive Olma Ölçeği ve Sınav Kaygısı Ölçeği ile toplanmıştır. Bağımlı değişken olarak sınav kaygısı bağımsız değişken olarak ise akademik beklentilere ilişkin stres ve ders çalışmaya motive olma değişkenleri belirlenmiştir. Aile/öğretmen beklentilerine ilişkin stres, kendine ilişkin beklentilerle ilgili stres ve amotivasyon ile sınav kaygısı arasında pozitif yönde anlamlı bir ilişkinin olduğu gözlemlenmiştir. Araştırmada regresyon analizi sonucu ise aile/öğretmen beklentileri, kendine ilişkin beklentiler, dışsal motivasyon ve amotivasyon değişkenlerinin sınav kaygısını istatistiksel olarak önemli düzeyde yordadığı sonucuna ulaşılmıştır.
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