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

Year 2024, Volume: 24 Issue: 1, 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.

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