ÜNİVERSİTE ÖĞRENCİLERİNDE AKADEMİK YETKİNLİK İNANCININ SINAV KAYGISI ÜZERİNDEKİ ETKİSİNDE BİLİŞSEL ÖZ-DÜZENLEME BECERİLERİNİN DÜZENLEYİCİLİK ROLÜ

Abstract

Bu çalışma, üniversite öğrencilerinde akademik yetkinlik inancının sınav kaygısı üzerindeki etkisinde bilişsel öz-düzenleme becerilerinin düzenleyicilik rolünü ortaya koymak amacıyla gerçekleştirilmiştir. Bu amaçla 157’si kadın, 116’sı erkek ve 7’si diğer olmak üzere 280 üniversite öğrencisinden veri toplanmıştır. Veri toplama aracı olarak Westside Sınav Kaygısı Ölçeği, Akademik Öz-yeterlik Ölçeği ve Öz-düzenleme Ölçeği kullanılmıştır. Araştırmadan elde edilen bulgulara göre, üniversite öğrencilerinde akademik yetkinlik ve bilişsel öz-düzenleme ile sınav kaygısı arasında negatif yönde anlamlı ilişki varken; akademik yetkinlik inancı ile bilişsel öz-düzenleme arasında pozitif yönde anlamlı bir ilişki bulunmaktadır. Ayrıca, akademik yetkinlik inancının sınav kaygısı üzerindeki etkisinde bilişsel öz-düzenleme becerisi düzenleyicilik rolü oynamaktadır. Buna göre, öz-düzenlemenin düzeyi yükseldikçe (düşük, orta, yüksek) akademik yetkinlik inancının sınav kaygısı üzerindeki negatif etkisi artmaktadır. Elde edilen bulgular tartışılmış, yorumlanmış ve önerilerde bulunulmuştur.

Keywords

• Sınav
• kaygı
• yetkinlik
• öz-düzenleme

THE MODERATION ROLE OF COGNITIVE SELF-REGULATION SKILLS IN THE EFFECT OF ACADEMIC EFFICACY BELIEF ON TEST ANXIETY IN UNIVERSITY STUDENTS

Abstract

This study was carried out to reveal the moderator role of cognitive self-regulation skills in the effect of academic efficacy belief on test anxiety in university students. For this purpose, data were collected from 280 university students, 157 of whom were female, 116 were male and 7 were other. Westside Test Anxiety Scale, Academic Self-Efficacy Scale and Self-regulation scale were used as data collection tools. According to the findings obtained from the research, while there is a negative significant relationship between academic self-efficacy and cognitive self-regulation and test anxiety in university students. There is a positive and significant relationship between academic efficacy belief and cognitive self-regulation. In addition, cognitive self-regulation skill plays a moderator role in the effect of academic efficacy belief on test anxiety. Accordingly, as the level of self-regulation increases (low, medium, high), the negative effect of academic efficacy belief on test anxiety increases. The findings were discussed, interpreted and suggestions were made.

Keywords

• Exam
• anxiety
• efficacy belief
• self-regulation

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