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.
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The Relationship Between Study Time and Exam Success: The Moderating Role of Test Anxiety
Year 2024,
Volume: 24 Issue: 1, 233 - 251, 15.03.2024
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.
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
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