The Role of Self-Control, Social Support and (Positive and Negative Affects) in Reducing Test Anxiety among Arab Teenagers in Israel

Abstract

The literature has discussions about variables that can moderate test anxiety, such as academic motivation (Hawash 2004), the domestic climate (Abdul Hamid, Journal of Educational Studies, 8(3), 97–104, 1993) and class climate (Friedman and Bendes-Jacob 1997) The purpose of the study is to examine the relationships between personal resources (positive and negative effects, personal control and social support) and the relief of test anxiety among Israeli Arab teens. The sample includes 446 Arab students. The study uses a quantitative research method which is the systematic empirical investigation of observable data using statistical techniques. There is a significant negative relationship between the level of self-control exhibited by the students and test anxiety. There is a significant negative relationship between the level of social support given to the students and test anxiety. There is a significant negative relationship between positive and negative affects and test anxiety. The findings reveal that in general, students with high self-control abilities tend to show less anxiety; a negative relationship between high social support and positive and negative effects with test anxiety. The results of this study contribute to the theoretical literature related to examining the test anxiety among students in general, but particularly among adolescent students.