THE PREDICTION OF TEST ANXIETY BY SELF-REGULATED LEARNING STRATEGIES

Abstract

Aim of this study is to determine whether self-regulated learning strategies predict test anxiety or not among 8th grade students. Participants of study consist of 8th grade students consulted school counseling services with problems of test anxiety in Konya/Turkey. While 186 (61,4%) of the participants are female, 117 (38.6%) of them are male. In data collection process, ?Motivational Beliefs and Self-Regulated Learning Strategies Scale? developed by Pintrich, Smith, Garcia and McKeachie (1993) and adapted into Turkish by Karadeniz, Buyukozturk, Akgun, Cakmak and Demirel (2008) and ?Test Anxiety Inventory? developed by Speilberger (1980) and adapted into Turkish by Oner (1990) are used. Regression analysis are used in data analysis. Results of study indicate that self-regulated learning strategies predict test anxiety in 8th grade students. In details, effort regulation ?one of the subdimensions of self-regulated learning strategies predict worry. Other subdimensions of self-regulated learning strategies such as time and study environment management and metacognitive self-regulation predict emotion. In sum, when students regulate their effort, manage time and study environment and use metacognitive learning strategies in positive ways their test anxiety would be decreased.