Examining Test Anxiety in Terms of Academic Expectations Stress and Motivation to Study = Sinav kaygisinin akademik beklentilere iliskin stres ve ders çalismaya motive olma açisindan incelenmesi

Autor/inn/en	Çelik, Eyüp; Yildirim, Selami
Titel	Examining Test Anxiety in Terms of Academic Expectations Stress and Motivation to Study = Sinav kaygisinin akademik beklentilere iliskin stres ve ders çalismaya motive olma açisindan incelenmesi
Quelle	In: Pegem Journal of Education and Instruction, 9 (2019) 4, S.1139-1158 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Çelik, Eyüp) ORCID (Yildirim, Selami)
Sprache	englisch; türkisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-0655
Schlagwörter	Test Anxiety; Stress Variables; Expectation; Middle School Students; Grade 7; Grade 8; Correlation; Parent Attitudes; Teacher Attitudes; Foreign Countries; Gender Differences; Self Concept; Learning Motivation; Turkey + Suchen Sie Ihr Suchwort? Examination phobia; Testangst; Prüfungsangst; Expectancy; Erwartung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Korrelation; Elternverhalten; Lehrerverhalten; Ausland; Geschlechterkonflikt; Selbstkonzept; Motivation for studies; Lernmotivation; Türkei
Abstract	The purpose of the study was to examine the relationship between the exam anxiety level of middle school students, their academic expectations stress, and level of motivation to study lesson. The study group consisted of 364 (184 female and 180 male) 7th and 8th grade secondary school students. Three instruments were used for data collection; Academic Expectations Stress Inventory, Motivation to Study for Adolescences Scale and Exam Anxiety Scale. Exam anxiety was chosen as dependent variable while academic expectations stress and motivation to study lesson were set as independent variables. In the current study, the relationship between variables was examined by Pearson correlation coefficient and whether independent variables predict dependent variable or not was tested by multiple regression analysis. As a result of correlational analysis, a positive and significant relationship was observed between teacher/parental expectations, self-expectations, amotivation and exam anxiety. On the other hand, intrinsic motivation and extrinsic motivation were not associated with exam anxiety. As a result of regression analysis, it was concluded that family/teacher expectations, self-expectations, amotivation, and extrinsic motivation significantly predicted exam anxiety. (As Provided).
Anmerkungen	Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: http://www.pegegog.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01