TY  - JOUR
T1  - A NEW CHALLENGE IN DISTANCE EDUCATION: COGNITIVE TEST ANXIETY AND RELATED STUDENT EXPERIENCES
TT  - Uzaktan Eğitimde Yeni Mücadele: Bilişsel Sınav Kaygısı ve İlişkili Öğrenci Deneyimleri
AU  - Beycan Ekitli, Gizem
AU  - Gale, Gamze
PY  - 2025
DA  - October
Y2  - 2025
DO  - 10.17753/sosekev.1619832
JF  - EKEV Akademi Dergisi
PB  - Erzurum Kültür Eğitim Vakfı
WT  - DergiPark
SN  - 1301-6229
SP  - 19
EP  - 32
IS  - 104
LA  - en
AB  - Distance education offers significant opportunities for access and flexibility in education, especially with the integration of digital technologies and artificial intelligence applications that can provide more effective and personalized learning experiences. Research focusing on the cognitive dimension of test anxiety within the context of distance education is limited, and this study aims to contribute to the limited body of literature by offering student-centered recommendations to address gaps regarding educational program improvement and student well-being. A descriptive quantitative research design was employed. Data were collected online from 410 undergraduate students across medical, nursing, dentistry, and health sciences faculties. The primary data collection tools included an introductory sociodemographic information form and the Cognitive Test Anxiety Scale. Nonparametric tests were used for data analysis. The mean cognitive test anxiety score was 51.3±17.0, with notably higher levels of anxiety observed among dental students. Significant effects of academic expectations, concerns about evaluation methods, and satisfaction with distance education were found to influence anxiety levels (p
KW  - Distance education
KW  - Cognitive test anxiety
KW  - Health sciences
KW  - University students
N2  - Uzaktan eğitim, eğitimde erişim ve esneklik sağlama açısından önemli bir fırsat sunmakta olup, özellikle dijital teknolojilerin ve yapay zekâ uygulamalarının entegrasyonu ile daha etkili ve kişiselleştirilmiş öğrenme deneyimleri sunulabilir. Uzaktan eğitim bağlamında sınav kaygısının bilişsel boyutuna odaklanan araştırmalar sınırlıdır ve bu araştırma eğitim programlarının iyileştirilmesi ve öğrenci iyi oluşuna yönelik literatürdeki boşluklara katkı sağlamak amacıyla öğrenci odaklı öneriler sunmayı hedeflemiştir. Tanımlayıcı tipteki araştırmanın verileri tıp, hemşirelik, diş hekimliği ve sağlık bilimleri fakültelerinden eğitimlerini sürdürmekte olan 410 lisans öğrencisinden toplanmıştır. Çevrimiçi araştırmada tanıtıcı sosyodemografik bilgiler formu ve Bilişsel Sınav Kaygısı Ölçeği kullanılmıştır. Verilerin analizinde parametrik olmayan anlamlılık testleri kullanılmıştır. Bilişsel sınav kaygısı puanı ortalama 51.3±17.0 olup özellikle diş hekimliği öğrencilerinde kaygı düzeylerinin daha yüksek olduğu görülmüştür. Akademik beklentiler, değerlendirilme yöntemlerine dair güvenlik endişeleri ve uzaktan eğitim memnuniyeti gibi etmenlerin sağlık bilimlerindeki öğrencilerde kaygı düzeylerinde anlamlı farklılık yaratabildiği bulunmuştur (p
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UR  - https://doi.org/10.17753/sosekev.1619832
L1  - https://dergipark.org.tr/tr/download/article-file/4520774
ER  -