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| Autor/in | Önem, E. E. |
|---|---|
| Titel | A Study of Income and Test Anxiety among Turkish University Students |
| Quelle | (2014), (9 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Foreign Countries; Undergraduate Students; Income; Test Anxiety; Second Language Learning; English (Second Language); Likert Scales; Correlation; Test Results; Statistical Analysis; Psychological Patterns; Statistical Significance; Emotional Response; Socioeconomic Status; Scores; Turkey; Test Anxiety Inventory |
| Abstract | This study aimed to investigate the relationship between income level of Turkish university students studying at an English language teaching department and test anxiety levels as well as worry and emotionality components of test anxiety. 249 (60 male, 189 female) undergraduate students studying at an English Language Teaching Department of a state university in Turkey participated in the research. The participants were administered the Test Anxiety Inventory before their final exams and were asked to self-report their income level. The students' income levels were classified as very low, low, moderate and high (M = 2.31, SD = 1.01). The correlation between test anxiety and income level was measured by "Pearson's Correlation Test" and the comparison of the test anxiety results of different groups of income was measured via "One Way ANOVA." The results showed a negative correlation between test anxiety and the level of income (r = -0.37, p ("one-tailed") < 0.001) as well as worry (one component of test anxiety) and income (r = -0.32, p ("one-tailed") < 0.001) and emotionality (another component of test anxiety) and income (r = -0.38, p ("one-tailed") < 0.001). It was also seen that there was a statistically significant difference between different groups of income in terms of total test anxiety [F (3, 245) = 13.791, p = 0.000)] and components of test anxiety: worry [F (3, 245) = 10.116, p = 0.000)] and emotionality [F (3, 245) = 14.006, p = 0.000)]. Discussion and implications of the results are presented. [This paper was published in "Journal of Language and Literature Education" n10 p14-23 2014.] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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