Ders Çalışma Süresi ve Sınav Başarısı Arasındaki İlişki: Sınav Kaygısının Düzenleyici Rolü

Year 2024, , 233 - 251, 15.03.2024

Yeliz Yazıcı Demir , Abdullah Atli

https://doi.org/10.17240/aibuefd.2024..-1334264

Abstract

Bu çalışmada, ders çalışma süresi ve sınav başarısı arasındaki ilişkide sınav kaygısının düzenleyicilik rolü incelenmiştir. Kesitsel bir tasarım kullanılan çalışmada 719 lise son sınıf öğrencisine (Ortyaş = 17.71) ulaşılmıştır. Veri toplama araçları olarak Sınav Kaygısı Ölçeği ile demografik bilgi ölçeği uygulanmıştır. Ayrıca düzenleyicilik rolünü araştırmak üzere katılımcıların en son girdikleri deneme sınavından aldıkları puanlar ve son altı ayda kaç dakika ders çalıştıkları ile ilgili bilgiler toplanmıştır. Verilerin analizinde SPSS programı kullanılırken, düzenleyicilik ilişkisini test etmek amacıyla Process Macro model 1 kullanılmıştır. Sonuçlar, ders çalışmaya ayrılan süre ile sınav başarısı arasında pozitif yönde ilişki olduğunu ve bu ilişkinin sınav kaygısı tarafından düzenlendiğini göstermektedir. Ders çalışma süresi ile sınav başarısı arasındaki bu pozitif ilişki sınav kaygısı düşük olanlarda daha yüksektir. Sınav kaygısı yüksek olan adayların daha az ders çalışma süresi olduğu ve bu durumun da dolaylı olarak sınav başarısını etkilediği görülmektedir. Elde edilen sonuçlar ışığında üniversiteye hazırlanan adayların, zaman yönetimi becerileri, kaygı ile baş etme becerilerine yönelik stratejiler tartışılmış ve literatür ışığında adaylara, öğretmenlere, anne-babalara ve ileride bu konuda yapılabilecek araştırmalar ile ilgili önerilerde bulunulmuştur.

Keywords

Ders Çalışma Süresi, Sınav Başarısı, Sınav Kaygısı, Lise Son Sınıf Öğrencileri

The Relationship Between Study Time and Exam Success: The Moderating Role of Test Anxiety

Abstract

This study examines the moderator role of test anxiety in the relationship study time and exam success was examined. The reserachers of the study with a cross-sectional design reached 719 high school students (Mage = 17.71). Test Anxiety Scale and demographic information scale were used as data collection tools. In addition, to investigate the moderator role, additional information was collected on participants' scores on the last practice exam they took and the number of minutes they studied in the last six months. While SPSS program was used in the analysis of the data, Process Macro model 1 was used to test the moderator role. The results show that there is a positive relationship between time spent studying and exam success, and that this relationship is regulated by exam anxiety. This positive relationship between study time and exam success is stronger for individuals with low test anxiety. It can be seen that candidates with high test anxiety spend less time to study which has an indirect effect on test success. In the light of the results obtained, strategies for time management and coping skills for candidates preparing for university were discussed. Suggestions were made for candidates, teachers, parents and future research on this topic in the light of the literature.

Keywords

Study Time, Exam Success, Exam Anxiety, High School Seniors.

References

• Albulescu, I., Labar, A., Manea, A. D., & Stan, C. (2023). The mediating role of anxiety between parenting styles and academic performance among primary school students in the context of sustainable education. Sustainability, 15(2), 15-39. https://doi.org/10.3390/su15021539
• Alloway, P. (2013). Working memory and anxiety: Exploring the interplay of individual differences across development. Working Memory, 1 (12), 223-252. https://doi.org/10.4324/9780203094600-21
• Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106(1), 20-29. https://doi.org/10.1016/j.jecp.2009.11.003
• Alos, S. B., Caranto, L. C., & David, J. J. (2015). Factors affecting the academic performance of the student nurses of BSU. International Journal of Nursing Science, 5(2), 60-65. https://doi.org/10.5923/j.nursing.20150502.04
• Atkinson, R., & Shiffrin, R. (1977). Human memory: A proposed system and its control processes. Human Memory, 7-113. https://doi.org/10.1016/b978-0-12-121050-2.50006-5
• Atli, A., & Gür, S. H. (2022). Üniversiteye giriş sınavı günü: Öğrencilerin yaşadığı korkular ve anne-babalarının çocuklarına söyledikleri. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 23(2), 1033-1050. http://doi.org/10.17679/inuefd.1132191
• Başarır, D. (1990). Ortaokul son sınıf öğrencilerinde, sınav kaygısı, durumluk kaygı, akademik başarı ve sınav başarısı arasındaki ilişkiler [Yayımlanmamış yüksek lisans tezi]. Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
• Başol, G., & Zabun, E. (2014). The predictors of success in Turkish high school placement exams: Exam prep courses, perfectionism, parental attitudes and test anxiety. Educational Sciences: Theory & Practice, 14(1), 78-87. https://doi.org/10.12738/estp.2014.1.1980
• Bean, R. A., Bush, K. R., McKenry, P. C., & Wilson, S. M. (2003). The impact of parental support, behavioral control, and psychological control on the academic achievement and self-esteem of African American and European American adolescents. Journal of Adolescent Research, 18(5), 523-541. https://doi.org/10.1177/0743558403255070
• Bellei, C. (2009). Does lengthening the school day increase students’ academic achievement? Results from a natural experiment in Chile. Economics of Education Review, 28(5), 629-640. https://doi.org/10.1016/j.econedurev.2009.01.008
• Berliner, D. C. (1975). The acquisition of knowleage in the classroom beginning. Journal of Teacher Education, 27(1), 1-42. https://files.eric.ed.gov/fulltext/ED146158.pdf
• Bochis, L. & Florescu, M. (2018). Association relationship between academic performance, test anxiety and personality traits of the students. EDULEARN Proceedings. https://doi.org/10.21125/edulearn.2018.1593
• Calafiore, P., & Damianov, D. S. (2011). The effect of time spent online on student achievement in online economics and finance courses. The Journal of Economic Education, 42(3), 209-223. https://doi.org/10.1080/00220485.2011.581934
• Carini, R. M., Kuh, G. D. & Klein, S. P. (2006). Student engagement and student learning: Testing the linkages. Research in Higher Education, 47(1), 1-32. https://doi.org/10.1007/s11162-005-8150-9
• Carroll, J. B. (1963). A modal for school learning. Teachers College Record, 64(8), 722-733. https://doi.org/10.1177/016146816306400801
• Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A., & McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97(2), 268-274. https://doi.org/10.1037/0022-0663.97.2.268
• Congdon, H. B., Morgan, J. A., & Lebovitz, L. (2014). Impact of time allocation practices on academic outcomes for students from a 2-Campus pharmacy school. American Journal of Pharmaceutical Education, 78(10), 179. https://doi.org/10.5688/ajpe7810179
• Cox, R. C., Sterba, S. K., Cole, D. A., Upender, R. P., & Olatunji, B. O. (2018). Time of day effects on the relationship between daily sleep and anxiety: An ecological momentary assessment approach. Behaviour Research and Therapy, 111, 44-51. https://doi.org/10.1016/j.brat.2018.09.008
• Cox, D. (2018). Yaratici Düsünme: for dummies- Creative thinking for dummies (1st ed.). Nobel Yaşam.
• Çetin, N., & Ceyhan, E. (2017). Lise öğrencilerinin akademik erteleme davranışlarının sürekli Kaygı, akılcı olmayan inanç, öz düzenleme ve akademik başarı ile İlişkisi. Hacettepe University Journal of Education, 33(2), 1-20. https://doi.org/10.16986/huje.2017028261
• Çırak, Y. (2016). University entrance exams from the perspective of senior high school students. Journal of Education and Training Studies, 4(9). https://doi.org/10.11114/jets.v4i9.1773
• Damianov, D. S., & Calafiore, P. (2011). The effect of time spent online on student achievement in online economics and finance courses. The Journal of Economic Education, 42(3), 209-223. https://doi.org/10.1080/00220485.2011.581934
• Deneme Sınavları "Gerçek Sınavların" Provasıdır. (2022, August 18). Esentepe Koleji. https://esentepe.k12.tr/uploads/dosyalar/pdf/anadolu_lisesi_rehberlik_bulten_kas%C4%B1m.pdf
• Doumann, S., Broeckmans, J., & Masui, C. (2011). Study time and academic performance: A conditional relation? 16th annual conference of education, Learning, Styles, Individual differences
• Engin-Demir, C. (2009). Factors influencing the academic achievement of the Turkish urban poor. International Journal of Educational Development, 29(1), 17-29. https://doi.org/10.1016/j.ijedudev.2008.03.003
• Etherton, K., Steele-Johnson, D., Salvano, K., & Kovacs, N. (2022). Resilience effects on student performance and well-being: the role of self-efficacy, self-set goals, and anxiety. The Journal of General Psychology, 149(3), 279-298. https://doi.org/10.1080/00221309.2020.1835800
• Gayef, A., Tapan, B., & Sur, H. (2017). Relationship Between Time Management Skills and Academic Achievement of The Students in Vocational School of Health Services. Hacettepe Sağlık İdaresi Dergisi, 20(2), 219-246. https://dergipark.org.tr/en/pub/hacettepesid/issue/39656/469418#article_cite
• Geisinger, K. F. (2023). College Admissions and Admissions Testing in a Time of Transformational Change. In College Admissions: What Our Goals Should Be and What Works to Get Us There. I (1st ed., pp. 1-9). Routledge.
• Genç, A., & Şanlı, E. (2023). The effect of students exam anxiety on high school entrance exam success: The moderator role of parental exam anxiety. Journal of Pedagogical Research, 7(1), 260-272. https://doi.org/10.33902/jpr.202316861
• Gromada, A., & Shewbridge, C. (2016). Student Learning Time: A Literature Review (Report 127). OECD Education Working Papers. https://www.oecd-ilibrary.org/education/oecd-education-working- papers_19939019
• Gökçe, T. (2018). The effect of self-hypnosis on exam anxiety and stress among University students. ARC Journal of Nursing and Healthcare, 4(1), 1-10. https://doi.org/10.20431/2455-4324.0401004
• Gladwell, M. (2019) Outliers(Çizginin dışındakiler) bazı insanlar neden daha başarılı olur. Mediacat Yayıncılık.
• Ha, C., Ahmed, U., Khasminsky, M., Salib, M., & Andey, T. (2022). Correlative and comparative study assessing use of a Mock examination in a pharmaceutical calculations course. American Journal of Pharmaceutical Education, 87(1), ajpe8654. https://doi.org/10.5688/ajpe8654
• Hamilton, D. (1999). Passing exams: A guide for maximum success and minimum stress. Burns & Oates.
• Hamilton, N., Freche, R., Zhang, Y., Zeller, G., & Carroll, I. (2021). Test anxiety and poor sleep: A vicious cycle. International Journal of Behavioral Medicine, 28(2), 250-258. https://doi.org/10.1007/s12529-021-09973-1
• Hatipoğlu, Ç. (2016). The Impact of the University Entrance Exam on EFL Education in Turkey: Pre-service English Language Teachers' Perspective. In International Conference on Teaching and Learning English as an Additional Language (GlobELT) (pp. 136-144). GlobELT.
• Hayes, A. F. (2017). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (2nd ed.). Guilford Publications.
• İşgör, İ. Y. (2016). Metacognitive skills, academic success and exam anxiety as the predictors of psychological well-being. Journal of Education and Training Studies, 4(9). https://doi.org/10.11114/jets.v4i9.1607
• Jones, A., Knibb, G., & Christiansen, P. (2022). Statistics anxiety, predictions of exam performance and actual exam performance in UK psychology students. https://doi.org/10.31234/osf.io/edc2n
• Keskiner, H., & Gür, B. S. (2023). Questioning merit-based scholarships at nonprofit private universities: Lessons from Turkey. International Journal of Educational Development, 97, 102-719, https://doi.org/10.1016/j.ijedudev.2022.102719
• Korhan, M., Engin, E., & Güloğlu, B. (2021). University entrance exam anxiety of adolescents during COVID-19 pandemic: Cognitive flexibility and self-regulation. European Psychiatry, 64(S1), S667-S667. https://doi.org/10.1192/j.eurpsy.2021.1771
• Keleş, U. (2023). The Long-Term Washback Effect of University Entrance Exams: An EFL Learner and Teacher's Critical Autoethnography of Socialization. In In Handbook of Research on Perspectives in Foreign Language Assessment (1st ed., pp. 156-180). IGI Global.
• Kelley, P., Lockley, S. W., Foster, R. G., & Kelley, J. (2014). Synchronizing education to adolescent biology: ‘let teens sleep, start school later’. Learning, Media and Technology, 40(2), 210-226. https://doi.org/10.1080/17439884.2014.942666
• Kumandaş, H., & Kutlu, Ö. (2014). Yükseköğretime Öğrenci Seçmede ve Yerleştirmede Kullanılan Sınavların Oluşturduğu Risk Faktörlerinin Okul Başarısı Üzerindeki Etkileri. Türk Psikoloji Dergisi, 29(74), 15-31. https://www.psikolog.org.tr/tr/yayinlar/dergiler/1031828/tpd1300443320140000m000046.pdf
• Lee, M., & Larson, R. (2000). The Korean ‘Examination hell’: Long hours of studying, distress, and depression. Journal of Youth and Adolescence, 29(2), 249-271. https://doi.org/10.1023/a:1005160717081
• Liu, M. (2022). The relationship between students' study time and academic performance and its practical significance. BCP Education & Psychology, 7, 412-415. https://doi.org/10.54691/bcpep.v7i.2696
• Maloney, E. A., Sattizahn, J. R., & Beilock, S. L. (2014). Anxiety and cognition. Wiley Interdisciplinary Reviews: Cognitive Science, 5(4), 403-411. https://doi.org/10.1002/wcs.1299
• Morosanova, V., & Fomina, T. (2017). Self-regulation as a mediator in the relationship between anxiety and academic examination performance. Procedia- Social and Behavioral Sciences, 237, 1066-1070. https://doi.org/10.1016/j.sbspro.2017.02.156
• Németh, L., & Bernáth, L. (2022). The nature of cognitive test anxiety: An investigation of the factor structure of the cognitive test anxiety scale. Educational Assessment, 28(1), 27-47. https://doi.org/10.1080/10627197.2022.2130747
• Obermeier, R., Große, C. S., Kulakow, S., Helm, C., & Hoferichter, F. (2023). Predictors of academic grades: The role of interest, effort, and stress. Learning and Motivation, 82, 101887. https://doi.org/10.1016/j.lmot.2023.101887
• Ogawa, M., Kuwabara, T., & Takeshima, J. (2023). Teaching beyond the Test: Preparing Teachers of Young Adolescents in Japan. In In Middle Level Teacher Preparation across International Contexts (1st ed., pp. 98-114). Routledge.
• Özdemir, A., & Gelbal, S. (2016). İlköğretim ve Ortaöğretim Başarı Ölçülerinin Yükseköğretime Geçiş Sınav Puanlarını Yordama Gücü. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 7(2), 309-309. https://doi.org/10.21031/epod.277887
• Özdemir, M. (2002). The Psychological Effects of The University Entrance Examination on High School Students: The Role Of Self-Esteem And Anxiety [Doctoral dissertation]. http://genclikbirikimi.org/kunye-2225
• Pekrun, R., Marsh, H. W., Suessenbach, F., Frenzel, A. C., & Goetz, T. (2023). School grades and students’ emotions: Longitudinal models of within-person reciprocal effects. Learning and Instruction, 83, 101626. https://doi.org/10.1016/j.learninstruc.2022.101626
• Putwain, D. W., & Von der Embse, N. P. (2020). Cognitive–behavioral intervention for test anxiety in adolescent students: Do benefits extend to school-related wellbeing and clinical anxiety. Anxiety, Stress, & Coping, 34(1), 22-36. https://doi.org/10.1080/10615806.2020.1800656
• Rappleye, J., & Komatsu, H. (2018). Stereotypes as Anglo-American exam ritual? Comparisons of students’ exam anxiety in East Asia, America, Australia, and the United Kingdom. Oxford Review of Education, 44(6), 730-754. https://doi.org/10.1080/03054985.2018.1444598
• Resnick, L. B. (1987). The 1987 presidential address: Learning in school and out. Educational Researcher, 16(9), 13. https://doi.org/10.2307/1175725
• Rieger, S., Göllner, R., Spengler, M., Trautwein, U., Nagengast, B., & Roberts, B. W. (2022). The persistence of students’ academic effort: The unique and combined effects of conscientiousness and individual interest. Learning and Instruction, 80, 101613. https://doi.org/10.1016/j.learninstruc.2022.101613
• Riehl, E. (2023). Do less informative college admission exams reduce earnings inequality? Evidence from Colombia. Journal of Labor Economics. https://doi.org/10.1086/725167
• Roediger, H. L., Agarwal, P. K., McDaniel, M. A., & McDermott, K. B. (2011). Test-enhanced learning in the classroom: Long-term improvements from quizzing. Journal of Experimental Psychology: Applied, 17(4), 382-395. https://doi.org/10.1037/a0026252
• Salend, S. J. (2012). Teaching students not to sweat the test. Phi Delta Kappan, 93(6), 20-25. https://doi.org/10.1177/003172171209300605
• Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist, 40(2), 85-94. https://doi.org/10.1207/s15326985ep4002_3
• Schunk, D. H., Şahin, M., Demir, M. Y., Celasun, K., Kaçkar, Z. H., Üzümcü, E., & Şahin, B. E. (2011). Eğitimsel bir bakışla öğrenme teorileri (1st ed.). Nobel Akademik Yayıncılık.
• Seipp, B. (1991). Anxiety and academic performance: A meta-analysis of findings. Anxiety Research, 4(1), 27-41. https://doi.org/10.1080/08917779108248762Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417-453. https://doi.org/10.3102/00346543075003417
• Sohail, H., Hassan, S. M., Ali, B., Irfan, S., Siddiqui, H. F., Bansari, K., Afroz, M. N., Batool, Z., & Shaukat, F. (2020). Impact of pre-exam anxiety on the academic performance of final year medical students. https://doi.org/10.20944/preprints202010.0651.v1
• St Clair-Thompson, H., Bugler, M., Robinson, J., Clough, P., McGeown, S. P., & Perry, J. (2014). Mental toughness in education: Exploring relationships with attainment, attendance, behaviour and peer relationships. Educational Psychology, 35(7) ,886-907. https://doi.org/10.1080/01443410.2014.895294
• Stinebrickner, R., & Stinebrickner, T. R. (2008). The causal effect of studying on academic performance. The B.E. Journal of Economic Analysis & Policy, 8(1). https://doi.org/10.2202/1935-1682.1868
• Suner, E. (2000). Farklı liselerdeki ergenlerin benlik saygısı, akademik başarı ve sürekli kaygı düzeyleri arasındaki ilişki [Unpublished master's thesis]. Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü, İzmir.
• Totan, T. (2009). Westside Sınav Kaygısı Ölçeğinin Türkçe Formunun Geçerlik ve Güvenirlik Çalışması. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 9(17), 95-109. https://toad.halileksi.net/sites/default/files/pdf/westside-sinav-kaygisi-olcegi-toad.pdf
• Tsegay, L., Shumet, S., Damene, W., Gebreegziabhier, G., & Ayano, G. (2019). Prevalence and determinants of test anxiety among medical students in Addis Ababa Ethiopia. BMC Medical Education, 19(1). https://doi.org/10.1186/s12909-019-1859-5
• Ukpong, D. E., & George, I. N. (2013). Length of study-time behaviour and academic achievement of social studies education students in the University of Uyo. International Education Studies, 6(3). https://doi.org/10.5539/ies.v6n3p172
• Von der Embse, N., Jester, D., Roy, D., & Post, J. (2018). Test anxiety effects, predictors, and correlates: A 30-year meta-analytic review. Journal of Affective Disorders, 227, 483-493. https://doi.org/10.1016/j.jad.2017.11.048
• Weston, R., & Gore, P. A. (2006). A brief guide to structural equation modeling. The Counseling Psychologist, 34(5), 719-751. https://doi.org/10.1177/0011000006286345
• Wu, R., Shi, P., Wu, X., Yang, H., Liu, H., & Liu, J. (2023). A multilevel person-centered examination of students' learning anxiety and its relationship with student background and school factors. Learning and Individual Differences, 101, 102253. https://doi.org/10.1016/j.lindif.2022.102253
• Yakar, A. (2022). Students’ motivational sources when preparing for centralized exams in Turkey- a longitudinal research, E-International Journal of Educational Research, 13(1), 254-282. DOI: https://doi.org/10.19160/eijer.1032214
• Zeng, K. (1995). Japan's Dragon Gate: the effects of university entrance examinations on the educational system and students. Compare, 25(1), 59-83. https://doi.org/10.1080/0305792950250106
• Zeng, Y., Sun, L., Xiao, F., & Zhan, J. (2021). Examining the association between two aspects of grit and test anxiety among Chinese University students. Current Psychology, 10(1), 1-11. https://doi.org/10.1007/s12144-021-02393-0