The role of psychological and academic variables in predicting transition from primary to secondary education exam achievement in Turkey

Abstract

AbstractThe purpose of this study was to understand the role of academic (achievement goal orientation, academic self‐efficacy) and psychological (resilience, test anxiety) variables in predicting transition from primary to secondary education (TEOG) test achievement. Participants were eighth grade students (N = 334) in Istanbul. The data was gathered via 2 × 2 achievement goal questionnaire‐revised, academic self‐efficacy scale, resilience scale for early adolescents, state‐trait anxiety inventory and information form. Results showed that the mastery‐approach, performance‐approach, performance‐avoidance, academic self‐efficacy, psychological resilience, and trait anxiety were significant predictors of TEOG scores of the students. This study showed that the success of the national‐level transition to high school exam in Turkey was strongly associated with academic variables, and also weakly associated with psychological variables.