Family Attitude, Academic Procrastination and Test Anxiety as Predictors of Academic Achievement

Caner Borekci,Nihat Uyangor

doi:10.12973/ijem.4.4.219

Abstract

<p style="text-align:justify">In this study, the relationship between high school students' test anxiety, academic procrastination behaviours, family attitudes and academic achievements were examined; the predicting of test anxiety, academic procrastination and family attitudes on the academic achievement was also investigated. The participants of the study were composed of 496 high school students. The end-of-term grade average of the students was defined as the criterion of their academic achievements. The students' test anxiety was measured by the Revised Test Anxiety Scale and the academic procrastination behaviours by the Academic Procrastination Scale. The family attitudes were measured by determining the frequency of the activities that support the academic achievement of the students. Data were analysed by correlation and regression methods. The findings indicate that there was a negative correlation between “achievement score” and “anxiety”, “test irrelevant thinking” and “academic procrastination” while there was a positive correlation between “achievement score” and “family attitude”. The findings also revealed that “tension”, “bodily symptoms” and “family attitude” significantly predicted the “end-of-term grade average” positively, while “worry”, “test irrelevant thinking” and “academic procrastination” significantly predicted the “achievement score” negatively. The findings were discussed in the light of literature along with the suggestions for further studies.</p>

Highlights

The relationship between high school students' test anxiety, academic procrastination behaviours, family attitudes related to academic achievement and students' academic achievements were examined; and to what extent text anxiety, academic procrastination behaviours, family attitudes related to academic achievement predicted the academic achievement was investigated
To determine the relationship between variables; tension, bodily symptoms, worry, test irrelevant thinking academic procrastination, family attitudes and end-of-term grade average, a correlation analysis was conducted and its results was shown in Table-1
As a result of the study, the correlation analysis revealed that there was a negative correlation between the end-of-term grade averages, in other words, the academic achievement of the students and tension, test irrelevant thinking and academic procrastination which were the sub-dimensions of test anxiety, while there was a positive correlation between the end-of-term grade averages and family attitude

Summary

Introduction

The relationship between high school students' test anxiety, academic procrastination behaviours, family attitudes related to academic achievement and students' academic achievements were examined; and to what extent text anxiety, academic procrastination behaviours, family attitudes related to academic achievement predicted the academic achievement was investigated.Academic achievement is fairly significant for students themselves, their families and the society they belong to. Participation of the individual to the society as a collective workforce with a successful academic life and good education will contribute to the development of the society. In this respect, it is crucial to investigate and define the factors that affect academic achievement. At the end of the research, the factors affecting academic achievement were listed under three headings These include the characteristics of the student's own (motivation, self-efficacy, selfesteem and study habit), school (attitude towards the course, leading teacher, school culture, schoolmaster leadership) and family (socioeconomic level, the participation of the parents to the education process, the attitude and behaviours of parents and their education level). Academic procrastination, test anxiety and family attitude which are defined among the individual characteristics of the students in the literature were tried to be investigated

Methods

Results

Conclusion