BibTex RIS Kaynak Göster

Relationships between Test Anxiety and Test-Taking Strategies

Yıl 2014, Cilt: 14 Sayı: 2, 306 - 320, 01.07.2014

Öz

Many studies on test anxiety, test performance, and test taking have performed, whereas only a few studies have dealt with the relationship between test anxiety and test-taking skills. This study aimed to examine relationships between test anxiety and test-taking strategies. The participants of the study were 237 high school students studying in two high schools in the city in the Western Black Sea region in Turkey. Multiple Regression Analyses was conducted to find out the predictors of test anxiety. The results of the study indicated that there were statistically significant low correlations between test anxiety and during-test, after-test. Furthermore, the results revealed that test-taking strategies were not important predictors of test anxiety of students

Kaynakça

  • Alderson, J. C. (1990). Testing reading comprehension skills. Part two: Getting students to talk about taking a reading test. Reading in a Foreign Language, 7, 465– 503.
  • Allalouf, A. & Ben-Shakhar, G. (1998). The effect of coaching on the predictive validity of scholastic aptitude tests. Journal of Educational Measurement, 35(1), 31- 47.
  • Aydın, S. (2013). Factors affecting the level of test anxiety among EFL learners at elementary schools. E-International Journal of Educational Research, 4(1), 63-81.
  • Beidel, D. C., Turner, S. M. & Trager, K. N. (1994). Test anxiety and childhood anxiety disorders in African-American and white school children. Journal of Anxiety Disorders, 8,169–179.
  • Birenbaum, M. & Pinku, P. (1997). Effects of test anxiety, information organization and testing situation on performance on two test formats. Contemporary Educational Psychology, 22, 3–38.
  • Bornholt, L. S. (2002). An analysis of children’s task strategies for a test of reading comprehension. Contemporary Educational Psychology, 27,80-98.
  • Broekkamp, H. & VanHout-Wolters, B. H. A. (2007). Students’ adaptation of study strategies when preparing for classroom tests. Educational Psychology Review, 19(4), 401-428.
  • Bruch, M. A. (1981). Relationship of test-takign strategies to test anxiety and performance: Toward a task analysis of examination behavior. Cognitive Therapy and Research, 5,41-56.
  • Bruch, M. A., Juster, H. R., & Kaflowitz, N. G. (1983). Relationships of cognitive components of test anxiety to test performance: Implications for assessment and treatment. Journal of Counseling Psychology, 30, 527-536.
  • Clause, C., Delbridge, K., Schmitt, N., Chan, D. & Jennings, D. (2001). Test preparation activities and employment test performance. Human Performance, 14(2), 149- 167.
  • DeRosa, A.P. & Patalano, F. (1991). Effects of familiar factors on fifth and sixth grade students’ test anxiety. Psychological Reports, 68, 103–113.
  • Dykeman, B. (1993). A multivariate analysis of study skills, test anxiety and locus of control in first-time üniversity students. Education, 113(3), 407-410.
  • Farr, R., Pritchard, R. & Smitten, B. (1990). A description of what happens when on examinee takes a multiple choice reading comprehension test. Journal of Educational Measurement, 27 (3), 209—226.
  • Hayes, H. & Embretson, S. E. (2013). The impact of personality and test conditions on mathematical test performance. Applied Measurement in Education, 26(2), 77- 88.
  • Hong, E. & Karstensson, L. (2002). Antecedents of State Test Anxiety. Contemporary Educational Psychology, 27, 348–367.
  • Kim, Y. & Goetz, E. T. (1993). Strategic processing of test questions: The test marking responses of college students. Learning and Individual Differences, 5, 211– 218.
  • Kirkland, K. & Hollandsworth, J. (1980). Effective test-taking: Skills-acquisition versus anxiety reduction techniques. Journal of Counseling and Clinical Psychology, 48, 431-439.
  • Kitsantas, A. (2002). Test preparation and performance: A self-regulatory analysis. The Journal Experimental Education, 70(2), 101-113.
  • Kubistant, T. (1981). Test performance: The neglected skill. Education, 102, 53-55.
  • Leech, N., Barrett, K. & Morgan, G. (2008). SPSS for Intemediate Statistics (3. Edition). New York: Psychology Press.
  • Lewis, A. (1970). The ambiguous word “anxiety”, International Journal of Psychiatry, 9, 62- 79.
  • McClain, L. (1983). Behavior during examinations: A comparison of ‘A,’ ‘C,’ and ‘F’ students. Teaching of Psychology, 10, 69–71.
  • Nunez-Pena, Suarez-Pellicioni, M. & Bono, R. (2013). Effects of math anxiety on students’ success in higher education. International Journal of Educational Research, 58, 36-43
  • ÖSYM (2006). Selection and Placement of Students in Higher Education Institutions in Turkey. Ankara: ÖSYM Inc.
  • ÖSYM (2011). Retrived from March 5, 2011, from http://www.osym.gov.tr/ana-sayfa/1- 0/20140527.html
  • Parham, S. D. (1997). The relationships between test-taking strategies and cognitive ability test performance. Dissertation Abstracts International the Sciences and Engineering, 57, 7260.
  • Paris, S. G., Lawton, T. A., Turner, J. C. & Roth, J. L. (1991). A developmental perspective on standardized achievement testing. Educational Researcher, 20(5), 12-20
  • Paris, S. G. & Van Kraayenoord, C. E. (1992). New directions in assessing students’ reading, Psychological Test Bulletin, 5, 20–27.
  • Paris, S. G. & Winograd, P. (1990). How metacognitive can promote academic learning and instruction. In B. F. Jones and L. Idol (Eds.), Dimensions of Thinking and Cognitive Instruction, (pp. 15–51). Hillsdale, NJ: Erlbaum.
  • Ringeisen, T. & Buchwald, P. (2010). Test anxiety and positive and negative emotional states during an examination. Cognition, Brain, Behavior. An Interdisciplinary Journal, 14 (4), 431-447.
  • Samson, G. E. (1985). Effects of training in test-taking skills on achievement test performance: A quantitative synthesis. Journal of Educational Research, 78(5), 261–266.
  • Schutz, P. & Davis, H.A. (2000). Emotions and self-regulation during test-taking. Educational Psychologist, 35(4), 243–256.
  • Shobe, E., Brewin, A. & Carmack, S. (2005). A simple visualization exercise for reducing test anxiety and improving performance on difficult math tests. Journal of Sorry and Affective Experience,1(1), 34-52.
  • Smith, L. F. (2002). The effects of confidence and perception of test-taking skills on performance. North American Journal of Psychology, 4(1), 37–50.
  • Spielberger, C. D. (1966). Anxiety and behavior. New York: Academic Press.
  • Spielberger, C. D. (1972) Anxiety as an emotional state. In C. D. Spielberger (Ed.), Anxiety: Current Trends in Theory and Research, Vol. 1.New York: Academic Press.
  • Spielberger, C. D., Gorsuch, R. L., Lushene, R., Vagg, P. R., & Jacobs, G. A. (1983). Manual for the State-Trait Anxiety Inventory. Palo Alto, CA: Consulting Psychologists Press.
  • Spielberger, C. D., Anton, W. D.& Bedell (1976). The nature and treatment of test anxiety. In M. Zuckerman & C. D. Spielberger (Eds). In Emotions and Anxiety: New Concepts, Methods and Applications. New York: LEA/Wiley.
  • Stowell, J. R., Tumminaro, T. & Attarwala, M. (2008). Moderating effects of coping on therelationship between test anxiety and negative mood. Stress and Health, 24, 313-321.
  • Tobias, S. (1979). Anxiety research in educational psychology. Journal of Educational Psychology, 71, 573-582.
  • Tobias, S. (1985). Test anxiety: Interference, defective skills, and cognitive capacitiy. Educational Psychologist, 20(3), 135-142.
  • Zeidner, M. (1998). Test anxiety. New York: Plenum Press.

TEST KAYGISI VE TEST YANITLAMA STRATEJİLERİ ARASINDAKİ İLİŞKİLER

Yıl 2014, Cilt: 14 Sayı: 2, 306 - 320, 01.07.2014

Öz

Test kaygısı, test performansı ve test yanıtlama stratejileri ile ilgili birçok çalışma yapılmıştır. Ancak test kaygısı ve test yanıtlama stratejileri arasındaki ilişki çok az sayıda araştırmada incelenmiştir. Bu çalışmada test kaygısı ile test yanıtlama stratejileri arasındaki ilişki incelenmiştir. Araştırma, Türkiye’nin Batı Karadeniz Bölgesinde yer alan bir şehirdeki iki lisede öğrenim gören 237 öğrenci ile yapılmıştır. Araştırmada test kaygısını yordayan değişkenleri belirlemek için çoklu regrasyon analizi yapılmıştır. Araştırma sonuçları test kaygısı ile test yanıtlama stratejileri arasında anlamlı düşük bir ilişki olduğunu göstermektedir. Ayrıca araştırma sonuçları test yanıtlama stratejilerinin test kaygısını yordamada önemli değişken olmadığını ortaya koymaktadır

Kaynakça

  • Alderson, J. C. (1990). Testing reading comprehension skills. Part two: Getting students to talk about taking a reading test. Reading in a Foreign Language, 7, 465– 503.
  • Allalouf, A. & Ben-Shakhar, G. (1998). The effect of coaching on the predictive validity of scholastic aptitude tests. Journal of Educational Measurement, 35(1), 31- 47.
  • Aydın, S. (2013). Factors affecting the level of test anxiety among EFL learners at elementary schools. E-International Journal of Educational Research, 4(1), 63-81.
  • Beidel, D. C., Turner, S. M. & Trager, K. N. (1994). Test anxiety and childhood anxiety disorders in African-American and white school children. Journal of Anxiety Disorders, 8,169–179.
  • Birenbaum, M. & Pinku, P. (1997). Effects of test anxiety, information organization and testing situation on performance on two test formats. Contemporary Educational Psychology, 22, 3–38.
  • Bornholt, L. S. (2002). An analysis of children’s task strategies for a test of reading comprehension. Contemporary Educational Psychology, 27,80-98.
  • Broekkamp, H. & VanHout-Wolters, B. H. A. (2007). Students’ adaptation of study strategies when preparing for classroom tests. Educational Psychology Review, 19(4), 401-428.
  • Bruch, M. A. (1981). Relationship of test-takign strategies to test anxiety and performance: Toward a task analysis of examination behavior. Cognitive Therapy and Research, 5,41-56.
  • Bruch, M. A., Juster, H. R., & Kaflowitz, N. G. (1983). Relationships of cognitive components of test anxiety to test performance: Implications for assessment and treatment. Journal of Counseling Psychology, 30, 527-536.
  • Clause, C., Delbridge, K., Schmitt, N., Chan, D. & Jennings, D. (2001). Test preparation activities and employment test performance. Human Performance, 14(2), 149- 167.
  • DeRosa, A.P. & Patalano, F. (1991). Effects of familiar factors on fifth and sixth grade students’ test anxiety. Psychological Reports, 68, 103–113.
  • Dykeman, B. (1993). A multivariate analysis of study skills, test anxiety and locus of control in first-time üniversity students. Education, 113(3), 407-410.
  • Farr, R., Pritchard, R. & Smitten, B. (1990). A description of what happens when on examinee takes a multiple choice reading comprehension test. Journal of Educational Measurement, 27 (3), 209—226.
  • Hayes, H. & Embretson, S. E. (2013). The impact of personality and test conditions on mathematical test performance. Applied Measurement in Education, 26(2), 77- 88.
  • Hong, E. & Karstensson, L. (2002). Antecedents of State Test Anxiety. Contemporary Educational Psychology, 27, 348–367.
  • Kim, Y. & Goetz, E. T. (1993). Strategic processing of test questions: The test marking responses of college students. Learning and Individual Differences, 5, 211– 218.
  • Kirkland, K. & Hollandsworth, J. (1980). Effective test-taking: Skills-acquisition versus anxiety reduction techniques. Journal of Counseling and Clinical Psychology, 48, 431-439.
  • Kitsantas, A. (2002). Test preparation and performance: A self-regulatory analysis. The Journal Experimental Education, 70(2), 101-113.
  • Kubistant, T. (1981). Test performance: The neglected skill. Education, 102, 53-55.
  • Leech, N., Barrett, K. & Morgan, G. (2008). SPSS for Intemediate Statistics (3. Edition). New York: Psychology Press.
  • Lewis, A. (1970). The ambiguous word “anxiety”, International Journal of Psychiatry, 9, 62- 79.
  • McClain, L. (1983). Behavior during examinations: A comparison of ‘A,’ ‘C,’ and ‘F’ students. Teaching of Psychology, 10, 69–71.
  • Nunez-Pena, Suarez-Pellicioni, M. & Bono, R. (2013). Effects of math anxiety on students’ success in higher education. International Journal of Educational Research, 58, 36-43
  • ÖSYM (2006). Selection and Placement of Students in Higher Education Institutions in Turkey. Ankara: ÖSYM Inc.
  • ÖSYM (2011). Retrived from March 5, 2011, from http://www.osym.gov.tr/ana-sayfa/1- 0/20140527.html
  • Parham, S. D. (1997). The relationships between test-taking strategies and cognitive ability test performance. Dissertation Abstracts International the Sciences and Engineering, 57, 7260.
  • Paris, S. G., Lawton, T. A., Turner, J. C. & Roth, J. L. (1991). A developmental perspective on standardized achievement testing. Educational Researcher, 20(5), 12-20
  • Paris, S. G. & Van Kraayenoord, C. E. (1992). New directions in assessing students’ reading, Psychological Test Bulletin, 5, 20–27.
  • Paris, S. G. & Winograd, P. (1990). How metacognitive can promote academic learning and instruction. In B. F. Jones and L. Idol (Eds.), Dimensions of Thinking and Cognitive Instruction, (pp. 15–51). Hillsdale, NJ: Erlbaum.
  • Ringeisen, T. & Buchwald, P. (2010). Test anxiety and positive and negative emotional states during an examination. Cognition, Brain, Behavior. An Interdisciplinary Journal, 14 (4), 431-447.
  • Samson, G. E. (1985). Effects of training in test-taking skills on achievement test performance: A quantitative synthesis. Journal of Educational Research, 78(5), 261–266.
  • Schutz, P. & Davis, H.A. (2000). Emotions and self-regulation during test-taking. Educational Psychologist, 35(4), 243–256.
  • Shobe, E., Brewin, A. & Carmack, S. (2005). A simple visualization exercise for reducing test anxiety and improving performance on difficult math tests. Journal of Sorry and Affective Experience,1(1), 34-52.
  • Smith, L. F. (2002). The effects of confidence and perception of test-taking skills on performance. North American Journal of Psychology, 4(1), 37–50.
  • Spielberger, C. D. (1966). Anxiety and behavior. New York: Academic Press.
  • Spielberger, C. D. (1972) Anxiety as an emotional state. In C. D. Spielberger (Ed.), Anxiety: Current Trends in Theory and Research, Vol. 1.New York: Academic Press.
  • Spielberger, C. D., Gorsuch, R. L., Lushene, R., Vagg, P. R., & Jacobs, G. A. (1983). Manual for the State-Trait Anxiety Inventory. Palo Alto, CA: Consulting Psychologists Press.
  • Spielberger, C. D., Anton, W. D.& Bedell (1976). The nature and treatment of test anxiety. In M. Zuckerman & C. D. Spielberger (Eds). In Emotions and Anxiety: New Concepts, Methods and Applications. New York: LEA/Wiley.
  • Stowell, J. R., Tumminaro, T. & Attarwala, M. (2008). Moderating effects of coping on therelationship between test anxiety and negative mood. Stress and Health, 24, 313-321.
  • Tobias, S. (1979). Anxiety research in educational psychology. Journal of Educational Psychology, 71, 573-582.
  • Tobias, S. (1985). Test anxiety: Interference, defective skills, and cognitive capacitiy. Educational Psychologist, 20(3), 135-142.
  • Zeidner, M. (1998). Test anxiety. New York: Plenum Press.
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Zeki Arsal

Yayımlanma Tarihi 1 Temmuz 2014
Gönderilme Tarihi 28 Ocak 2015
Yayımlandığı Sayı Yıl 2014 Cilt: 14 Sayı: 2

Kaynak Göster

APA Arsal, Z. (2014). Relationships between Test Anxiety and Test-Taking Strategies. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 14(2), 306-320. https://doi.org/10.17240/aibuefd.2014.14.2-5000091541