Spor Katılımının Lise Giriş Sınavı Adaylarının Dikkat Düzeyleri ve Sınav Kaygısı Üzerindeki Etkileri

Abstract

Türkiye’de ortaöğretime geçişte kullanılan Liselere Geçiş Sınavı (LGS), öğrencilerin akademik yerleştirme süreçlerinde belirleyici bir rol oynamaktadır. Literatürde, bu tür yüksek riskli merkezi sınavların öğrencilerin sınav kaygısını arttırabileceği sıklıkla vurgulanmaktadır. Bu nedenle öğrencilerin sınav kaygısı düzeylerinin görece daha yüksek olması beklenmektedir. Sporun dikkat ve kaygı üzerindeki olumlu etkilerinin birçok çalışmada ortaya konulmuş olması, spor yapan öğrencilerin kaygı düzeylerinin daha düşük, dikkat düzeylerinin ise daha yüksek olacağı yönünde bir beklenti oluşturmuştur. Bu çalışma, LGS’ye hazırlanan öğrencilerin sınav kaygısı ve dikkat düzeylerini incelemek amacıyla tasarlanmıştır. Nicel araştırma yöntemi kullanılarak gerçekleştirilen bu çalışmaya, Muş ilindeki özel öğretim kurslarından seçilen ve 2025 yılında LGS’ye girecek toplam 320 öğrenci (140 kız, 180 erkek) katılmıştır. Veri toplama araçları olarak d2 Dikkat Testi ve Sınav Kaygısı Ölçeği kullanılmıştır. Elde edilen veriler SPSS 26 programı kullanılarak analiz edilmiş ve sonuçlara uygun olarak parametrik testler uygulanmıştır. Araştırma sonuçlarına göre, spora katılımın dikkat üzerinde olumlu bir etkisi olduğu, ancak sınav kaygısını artırdığı belirlenmiştir. Erkek öğrencilerin dikkati sürdürme ve verimlilik açısından daha başarılı oldukları; kız öğrencilerin ise daha yüksek sınav kaygısı düzeyine ve daha fazla hata yapma eğilimine sahip oldukları sonucuna ulaşılmıştır. Ayrıca akademik olarak başarılı öğrencilerin sınav kaygısı düzeylerinin de daha yüksek olduğu gözlenmiştir. Genel olarak, spor yapan öğrencilerin daha yüksek dikkat puanlarına, daha düşük hata oranlarına sahip oldukları ve dikkat ile kaygı arasında zayıf düzeyde bir ilişki bulunduğu sonuçları tespit edilmiştir

Keywords

• Sınav Kaygısı
• Öğrenci
• Dikkat
• Spor Katılımı
• İlköğretim.

Supporting Institution

Bu araştırma, kamu, ticari veya kar amacı gütmeyen sektörlerdeki finansman kuruluşlarından herhangi bir özel destek almamıştır.

Ethical Statement

Bu araştırma, Atatürk Üniversitesi Etik Kurulu’nun 05.06.2024 tarihli ve 2024/6 sayılı kararı ile, E-70400699-050.02.04-2400204615 belge numarası altında onaylanmıştır. Çalışma, Helsinki Bildirgesi ilkelerine uygun olarak yürütülmüştür. Araştırmaya katılan tüm bireylerden “Gönüllü Katılım Formu” ve velilerinden “Ebeveyn Onay Formu” alınmıştır.

Thanks

Araştırmanın gerçekleştirilmesinde katkı sağlayan Muş ilindeki özel dershanelere, çalışmaya gönüllü olarak katılan öğrencilere ve velilerine teşekkür ederiz.

The Effects of Sports Participation on High School Entrance Examination Candidates’ Attention Levels and Test Anxietye

Abstract

The High School Entrance Exam (LGS), which is used for the transition to secondary education in Türkiye, plays a decisive role in students’ academic placement processes. It is frequently emphasized in the literature that such high-stakes, centralized examinations may increase students’ test anxiety. Therefore, students’ test anxiety are expected to be relatively higher. The demonstration of the positive effects of sports on attention and anxiety in many studies has led to an expectation that students who engage in sports will have lower levels of anxiety and higher levels of attention. This study was designed to examine the test anxiety and attention levels of students preparing for the LGS. This study, conducted using a quantitative research method, included a total of 320 students (140 female and 180 male) selected from private tutoring centers in Muş province who will take the LGS in 2025. The d2 Attention Test and the Test Anxiety Scale were used as data collection tools. The obtained data were analyzed using the SPSS 26, and parametric tests were applied in accordance with the results. According to the results of the study, it was determined that participation in sports had a positive effect on attention, while it increased test anxiety. It was found that male students were more successful in terms of sustaining attention and efficiency, whereas female students had higher levels of test anxiety and a greater tendency to make errors. In addition, it was observed that academically successful students also had higher levels of test anxiety. Overall, it was concluded that students who participated in sports had higher attention scores, lower error rates, and that there was a weak correlation between attention and anxiety.

Keywords

• Exam Anxiety
• Student
• Attention
• Sports Participation
• Stake’s Primary Education.

Supporting Institution

This research has not received any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Ethical Statement

This research was approved by the Ethics Committee of Atatürk University with the decision dated 05.06.2024 and numbered 2024/6, under the document number E-70400699-050.02.04-2400204615. The study was conducted in accordance with the principles of the Declaration of Helsinki. A “Voluntary Participation Form” was obtained from all participants and a “Parental Consent Form” was obtained from their parents.

Thanks

We would like to express our gratitude to the private tutoring institutions in the province of Muş, as well as to the students and parents who voluntarily participated in the study.

References

1. Arazoğlu, M. (2022). Elit oryantiring sporcularının fiziksel ve zihinsel test parametrelerinin yarışma sonuçları ile karşılaştırılması [Yayınlanmamış yüksek lisans tezi]. Anadolu Üniversitesi.
2. Association, A. P. (2013). Diagnostic and statistical manual of mental disorders (5th ed. ed.). American Psychiatric Publishing. https://doi.org/10.1176/appi.books.9780890425596
3. Atakurt, E., Şahan, A., & Erman, K. A. (2017). Oryantiring eğitiminin dikkat ve bellek üzerine etkisinin incelenmesi. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 15(4), 127-134. https://doi.org/10.1501/Sporm_0000000327
4. Atasheneh, N., & Izadi, A. (2012). The role of teachers in reducing/increasing listening comprehension test anxiety: A case of Iranian EFL learners. English Language Teaching, 5(3), 178-187. https://doi.org/10.5539/elt.v5n3p178
5. Ateş, F., & Uğraş, S. (2023). Ders dışı sportif etkinliklere tutum ile okula bağlanma arasındaki ilişkide sınav kaygısının düzenleyici rolü. Sportif Bakış: Spor ve Eğitim Bilimleri Dergisi, 10(3), 277-295. https://doi.org/10.33468/sbsebd.349
6. Baltaş, A., & Baltaş, Z. (2017). Stres ve Başaçıkma Yolları. Remzi Kitabevi.
7. Bashir, M. B. A., Albadawy, I. M. A. H., & Cumber, S. N. (2019). Predictors and correlates of examination anxiety and depression among high school students taking the Sudanese national board examination in Khartoum state, Sudan: A cross-sectional study. Pan African Medical Journal, 33(1). https://doi.org/10.11604/pamj.2019.33.69.17516
8. Bianco, V., Berchicci, M., Quinzi, F., Perri, R., Spinelli, D., & Di Russo, F. (2020). Females are more proactive, males are more reactive: Neural basis of the gender-related speed/accuracy trade-off in visuo-motor tasks. Brain Structure and Function, 225, 187-201. https://doi.org/10.1007/s00429-019-01998-3

9. Brickenkamp, R., & Rump, G. (1966). Die stabilitat des aufmerksamkeits-belastungs-tests (test d2) über langere zeitabschnitte. Diagnostica, 12(1), 17-24.
10. Brickenkamp, R., & Zillmer, E. (1998). Test d2: concentration-endurance test. Gottingen Ger. CJ Hogrefe.
11. Broman-Fulks, J. J., Urbaniak, A., Bondy, C. L., & Toomey, K. J. (2014). Anxiety sensitivity and risk-taking behavior. Anxiety, Stress, & Coping, 27(6), 619-632. https://doi.org/10.1080/10615806.2014.896906
12. Budde, H., Voelcker-Rehage, C., Pietraßyk-Kendziorra, S., Ribeiro, P., & Tidow, G. (2008). Acute coordinative exercise improves attentional performance in adolescents. Neuroscience Letters, 441(2), 219-223. https://doi.org/10.1016/j.neulet.2008.06.024
13. Cai, X., Lu, Y., Pan, J., & Zhong, S. (2019). Gender gap under pressure: evidence from China's National College entrance examination. Review of Economics and Statistics, 101(2), 249-263. https://doi.org/10.1162/rest_a_00749
14. Cohen, M., & Khalaila, R. (2014). Saliva pH as a biomarker of exam stress and a predictor of exam performance. Journal of Psychosomatic Research, 77(5), 420-425. https://doi.org/10.1016/j.jpsychores.2014.07.003
15. Cowan, N., Bao, C., Bishop-Chrzanowski, B. M., Costa, A. N., Greene, N. R., Guitard, D., Li, C., Musich, M. L., & Ünal, Z. E. (2024). The relation between attention and memory. Annual Review of Psychology, 75(1), 183-214. https://doi.org/10.1146/annurev-psych-040723-012736
16. Culbertson, W., & Sari, D. (1997). Preliminary normative study of the d2 Test with American children. Archives of Clinical Neuropsychology, 12(4), 303-304. https://doi.org/10.1093/arclin/12.4.303b
17. Çağlar, E., & Koruç, Z. (2006). D2 dikkat testinin sporcularda güvenirliği ve geçerliği. Spor Bilimleri Dergisi, 17(2), 58-80. https://izlik.org/JA79AH95RZ
18. de Bruin, E. I., van der Zwan, J. E., & Bögels, S. M. (2016). A RCT comparing daily mindfulness meditations, biofeedback exercises, and daily physical exercise on attention control, executive functioning, mindful awareness, self-compassion, and worrying in stressed young adults. Mindfulness, 7, 1182-1192. https://doi.org/10.1007/s12671-016-0561-5
19. de Visser, L., van der Knaap, L. J., van de Loo, A. J., Van der Weerd, C., Ohl, F., & van den Bos, R. (2010). Trait anxiety affects decision-making differently in healthy men and women: Towards gender-specific endophenotypes of anxiety. Neuropsychologia, 48(6), 1598-1606. https://doi.org/10.1016/j.neuropsychologia.2010.01.027
20. Denkova, E., Wong, G., Dolcos, S., Sung, K., Wang, L., Coupland, N., & Dolcos, F. (2010). The impact of anxiety-inducing distraction on cognitive performance: A combined brain imaging and personality investigation. PloS One, 5(11), https://doi.org/10.1371/journal.pone.0014150
21. Erdoğan, M. (2012). Boş zaman etkinliği yapan ve yapmayan üniversite sınavına hazırlanan 12. sınıf öğrencilerinin test başarı ve kaygı düzeylerinin incelenmesi [Yayınlanmamış yüksek lisans tezi]. İstanbul Arel Üniversitesi.
22. Erickson, K. I., Hillman, C. H., & Kramer, A. F. (2015). Physical activity, brain, and cognition. Current Opinion in Behavioral Sciences, 4, 27-32. https://doi.org/10.1016/j.cobeha.2015.01.005
23. Esteban-Cornejo, I., Cabanas-Sánchez, V., Higueras-Fresnillo, S., Ortega, F. B., Kramer, A. F., Rodriguez-Artalejo, F., & Martinez-Gomez, D. (2019). Cognitive frailty and mortality in a national cohort of older adults: The role of physical activity. Mayo Clinic Proceedings, 94(7), 1180-1189. https://doi.org/10.1016/j.mayocp.2018.10.027
24. Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: attentional control theory. Emotion, 7(2), 336. https://doi.org/10.1037/1528-3542.7.2.336
25. Finell, J., Sammallahti, E., Korhonen, J., Eklöf, H., & Jonsson, B. (2022). Working Memory and its mediating role on the relationship of math anxiety and math performance: A meta-analysis. Frontiers in Psychology, 12, 798090. https://doi.org/10.3389/fpsyg.2021.798090
26. French, S., Dickerson, A., & Mulder, R. A. (2024). A review of the benefits and drawbacks of high-stakes final examinations in higher education. Higher Education, 88(3), 893-918. https://doi.org/10.1007/s10734-023-01148-z
27. Ganley, C. M., Mingle, L. A., Ryan, A. M., Ryan, K., Vasilyeva, M., & Perry, M. (2013). An examination of stereotype threat effects on girls’ mathematics performance. Developmental Psychology, 49(10), 1886-1897. https://doi.org/10.1037/a0031412
28. George, D. (2011). SPSS for windows step by step: A simple study guide and reference, 17.0 update, 10/e. Pearson Education India.
29. Güler, D., & Çakır, G. (2013). Examining Predictors of Test Anxiety Levels among 12th Grade High School Students. Turkish Psychological Counseling and Guidance Journal, 4(39), 82-94.
30. Hardy, L. (1999). Stress, anxiety and performance. Journal of Science and Medicine in Sport, 2(3), 227-233. https://doi.org/10.1016/S1440-2440(99)80175-3
31. Hartley, C. A., & Phelps, E. A. (2012). Anxiety and decision-making. Biological Psychiatry, 72(2), 113-118. https://doi.org/10.1016/j.biopsych.2011.12.027
32. Hengen, K. M., & Alpers, G. W. (2021). Stress makes the difference: Social stress and social anxiety in decision-making under uncertainty. Frontiers in Psychology, 12, 578293. https://doi.org/10.3389/fpsyg.2021.578293
33. Jabeen, F., & Bahar, L. (2025). Examine the effects of high-stake testing on student’s mental health at university level: A survey research. Kashf Journal of Multidisciplinary Research, 2(05), 1-19. https://doi.org/10.71146/kjmr430
34. Jirjees, F., Odeh, M., Al-Haddad, A., Ass’ ad, R., Hassanin, Y., Al-Obaidi, H., Kharaba, Z., Alfoteih, Y., & Alzoubi, K. H. (2024). Test anxiety and coping strategies among university students an exploratory study in the UAE. Scientific Reports, 14(1), 25835. https://doi.org/10.1038/s41598-024-59739-4
35. Johnson, D. P., & Whisman, M. A. (2013). Gender differences in rumination: A meta-analysis. Personality and İndividual Differences, 55(4), 367-374. https://doi.org/10.1016/j.paid.2013.03.019
36. Kapıkıran, Ş. (2020). Ergenlerde ebeveyn akademik başarı baskısı ve desteği ile sınav kaygısı arasındaki ilişkide akademik dayanıklılığın aracı rolü. Pamukkale University Journal of Education, 48, 409-430. https://doi.org/10.9779/pauefd.521230
37. Karabıçak, G. Ö. (2014). Ayaş ilçesindeki adolesanlarda fiziksel aktivite düzeyinin postür, ağrı ve anksiyete üzerine etkilerinin incelenmesi [Yayımlanmamış doktora tezi]. Hacettepe Üniversitesi.
38. Kartal, R., Dereceli, Ç., & Kartal, A. (2016). Eskrim sporu yapan ve yapmayan 10-12 yaş arası çocukların dikkat düzeylerinin incelenmesi. Sportif Bakış: Spor ve Eğitim Bilimleri Dergisi, 3(2), 82-88. https://izlik.org/JA87FU95SB
39. Katipoğlu, B. (2012). Öğrencilerde dikkat ve motivasyon zafiyetine neden olan bazı faktörler. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 15(27), 225–235. https://izlik.org/JA86AT95YP
40. Khoshhal, K. I., Khairy, G. A., Guraya, S. Y., & Guraya, S. S. (2017). Exam anxiety in the undergraduate medical students of Taibah University. Medical Teacher, 39, S22-S26. https://doi.org/10.1080/0142159X.2016.1254749
41. Kırkık, M., & Balkıs, M. (2022). Ergenlerde üstbiliş ve sınav kaygısı arasındaki ilişkide ruminasyon ve bilişsel esnekliğin aracılık rolü. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 9(1), 61-77. https://doi.org/10.21666/muefd.895400
42. Kindt, M., & Van Den Hout, M. (2001). Selective attention and anxiety: A perspective on developmental issues and the causal status. Journal of Psychopathology and Behavioral Assessment, 23, 193-202. https://doi.org/10.1023/A:1010921405496
43. Lai, H.-L., Chen, P.-W., Chen, C.-J., Chang, H.-K., Peng, T.-C., & Chang, F.-M. (2008). Randomized crossover trial studying the effect of music on examination anxiety. Nurse Education Today, 28(8), 909-916. https://doi.org/10.1016/j.nedt.2008.05.011
44. Logan, N. E., Henry, D. A., Hillman, C. H., & Kramer, A. F. (2023). Trained athletes and cognitive function: a systematic review and meta-analysis. International Journal of Sport and Exercise Psychology, 21(4), 725-749. https://doi.org/10.1080/1612197X.2022.2084764
45. Lukasik, K. M., Waris, O., Soveri, A., Lehtonen, M., & Laine, M. (2019). The relationship of anxiety and stress with working memory performance in a large non-depressed sample. Frontiers in Psychology, 10, 417351. https://doi.org/10.3389/fpsyg.2019.00004
46. Mammadov, S. (2022). Big Five personality traits and academic performance: A meta‐analysis. Journal of Personality, 90(2), 222-255. https://doi.org/10.1111/jopy.12663
47. Miller, K., & Massie, M. J. (2006). Depression and anxiety. The Cancer Journal, 12(5), 388-397.
48. Milli Eğitim Bakanlığı. (2025). Millî eğitim istatistikleri: Örgün eğitim. Ankara: MEB Strateji Geliştirme Başkanlığı. https://istatistik.meb.gov.tr/OgrenciSayisi/Arsiv
49. Namlı, S., Tekkurşun Demir, G., & Doğangün, A. (2024). Beden eğitimi dersine katılım motivasyonu ve derse katılımdaki engeller. Journal of Sport for All and Recreation, 6(4), 573-580. https://doi.org/10.56639/jsar.1581772
50. Olcay, A., & Döş, İ. (2009). Ortaöğretimde başarıyı olumsuz etkileyen unsurların öğrenci boyutuyla tespitine yönelik bir uygulama. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 8(1), 131-155. https://izlik.org/JA49BN35PU
51. Onuk, T. (2017). Ergenlerde kişilik özelliklerinin sınav kaygısı ve okula bağlanma stilleri üzerinde etkisi [Yayınlanmamış yüksek lisans tezi]. Işık Üniversitesi.
52. Owen, K. B., Foley, B. C., Smith, B. J., Manera, K. E., Corbett, L., Lim, M., Phongsavan, P., Qualter, P., Ding, D., & Clare, P. J. (2023). Sport participation for academic success: Evidence from the longitudinal study of Australian children. Journal of Physical Activity and Health, 21(3), 238-246. https://doi.org/10.1123/jpah.2023-0506
53. Pienyu, K., Margaret, B., & D’Souza, A. (2024). Academic stress, perceived parental pressure, and anxiety related to competitive entrance examinations and the general well-being among adolescents–A cross-sectional survey from Karnataka, India. Journal of Education and Health Promotion, 13(1). https://doi.org/10.4103/jehp.jehp_2094_23
54. Rana, R., & Mahmood, N. (2010). The relationship between test anxiety and academic achievement. Bulletin of Education and Research, 32(2), 63-74.
55. Raosoft, I. (2004). Raosoft sample size calculator. Raosoft, Inc., Seattle.
56. Ringeisen, T., Lichtenfeld, S., Becker, S., & Minkley, N. (2019). Stress experience and performance during an oral exam: the role of self-efficacy, threat appraisals, anxiety, and cortisol. Anxiety, Stress, & Coping, 32(1), 50-66. https://doi.org/10.1080/10615806.2018.1528528
57. Robson, D. A., Johnstone, S. J., Putwain, D. W., & Howard, S. (2023). Test anxiety in primary school children: A 20-year systematic review and meta-analysis. Journal of School Psychology, 98, 39-60. https://doi.org/10.1016/j.jsp.2023.02.003
58. Rueda, M. R., Pozuelos, J. P., & Cómbita, L. M. (2015). Cognitive neuroscience of attention from brain mechanisms to individual differences in efficiency. AIMS Neuroscience, 2(4), 183-202. https://doi.org/10.3934/Neuroscience.2015.4.183
59. Schultz, K. (2017). Do high school athletes get better grades during the off-season? Journal of Sports Economics, 18(2), 182-208. https://doi.org/10.1177/1527002514566279
60. Schweizer, K. (2010). The relationship of attention and intelligence. In Handbook of individual differences in cognition: Attention, memory, and executive control (pp. 247-262). New York, NY: Springer New York.
61. Shah, S. M. H., & Saleem, S. (2015). Level of attention of secondary school students and its relationship with their academic achievement. Journal of Arts and Humanities, 4(5), 92-106.
62. Shi, R., Sharpe, L., & Abbott, M. (2019). A meta-analysis of the relationship between anxiety and attentional control. Clinical Psychology Review, 72, 101754. https://doi.org/10.1016/j.cpr.2019.101754
63. Singh, B., Olds, T., Curtis, R., Dumuid, D., Virgara, R., Watson, A., Szeto, K., O’Connor, E., Ferguson, T., Eglitis, E., Miatke, A., Simpson, C. E. M., & Maher, C. (2023). Effectiveness of physical activity interventions for improving depression, anxiety and distress: An overview of systematic reviews. British Journal of Sports Medicine, 57(18), 1203–1209. https://doi.org/10.1136/bjsports-2022-106195
64. Sung, Y.-T., Chao, T.-Y., & Tseng, F.-L. (2016). Reexamining the relationship between test anxiety and learning achievement: An individual-differences perspective. Contemporary Educational Psychology, 46, 241-252. https://doi.org/10.1016/j.cedpsych.2016.07.001
65. Trifoni, A., & Shahini, M. (2011). How does exam anxiety affect the performance of university students. Mediterranean Journal of Social Sciences, 2(2), 93-100.
66. 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
67. Ulupınar, S., Tortu, E., Bedir, D., Kıyıcı, F., Turan, M., Gençoğlu, C., Canyurt, F., Ateş, F., Daşkesen, S. S., & Özbay, S. (2025). Ramadan’s hidden challenge: Sleep deprivation outweighs hunger in athletes. Sleep and Biological Rhythms, 24, 115–122. https://doi.org/10.1007/s41105-025-00618-4
68. Vestberg, T., Reinebo, G., Maurex, L., Ingvar, M., & Petrovic, P. (2017). Core executive functions are associated with success in young elite soccer players. PLoS One, 12(2), e0170845. https://doi.org/10.1371/journal.pone.0170845
69. 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
70. Voss, M. W., Soto, C., Yoo, S., Sodoma, M., Vivar, C., & van Praag, H. (2019). Exercise and hippocampal memory systems. Trends in Cognitive Sciences, 23(4), 318-333. https://doi.org/10.1016/j.tics.2019.01.006
71. Wolf, L. F., & Smith, J. K. (1995). The consequence of consequence: Motivation, anxiety, and test performance. Applied Measurement in Education, 8(3), 227-242. https://doi.org/10.1207/s15324818ame0803_3
72. Xu, L., Cai, B., Yue, C., & Wang, A. (2024). Multisensory working memory capture of attention. Attention, Perception, & Psychophysics, 86(7), 2363-2373. https://doi.org/10.3758/s13414-024-02960-0
73. Yeager, D. S., Bryan, C. J., Gross, J. J., Murray, J. S., Krettek Cobb, D., Santos, P. H. F., Gravelding, H., Johnson, M., & Jamieson, J. P. (2022). A synergistic mindsets intervention protects adolescents from stress. Nature, 607(7919), 512–520. https://doi.org/10.1038/s41586-022-04907-7
74. Yelpaze, İ., & Yakar, L. (2019). Üniversite Öğrencilerinin Yaşam Doyumu ve Bilişsel Esnekliklerinin İncelenmesi. Turkish Psychological Counseling and Guidance Journal, 9(54), 913-935. https://izlik.org/JA49BA97PA
75. Yıldırım, A., & Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (Genişletilmiş 9. baskı). Ankara: Seçkin Yayıncılık.
76. Yönal, M. (2019). Dart sporunun dikkat düzeyine etkisinin incelenmesi [Yayınlanmamış yüksek lisans tezi]. Bartın Üniversitesi
77. Yüzüak, A. V., & Arslan, T. (2021). Liselere geçiş sınavına ilişkin fen bilimleri öğretmenlerinin görüşlerinin incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 21(3), 805-819. https://doi.org/10.17240/aibuefd.2021.21.64908-847653
78. Zheng, G., Zhang, Q., & Ran, G. (2023). The association between academic stress and test anxiety in college students: The mediating role of regulatory emotional self-efficacy and the moderating role of parental expectations. Frontiers in Psychology, 14, 1008679. https://doi.org/10.3389/fpsyg.2023.1008679