The Effect of the Managing Examinatıon Anxiety Program Applied to High School Students on Test Anxiety

Yıl 2022, Cilt: 4 Sayı: 3, 225 - 232, 26.12.2022

Emre Çiydem , Yücel Şavklı

https://doi.org/10.46413/boneyusbad.1200323

Öz

Aim: To examine the effect of the multimodal managing examination anxiety program applied to high school students on test anxiety of high school students and some predictors of test anxiety.
Material and Methods: The population of the study, which was in the pretest-posttest single-group quasi-experimental design, consisted of 150 high school senior students. A managing examination anxiety program applied once a week for 7 weeks to 40 students selected using the convinient sampling. The ınformation form and the Westside test exam scale used as data collection tools.
Results: The posttest mean score (32.15 ± 8.15) of the students from the Westside Test Exam Scale was significantly lower than the pretest mean score (37.57 ± 5.49) (p<0.01). It was found that male students experienced less test anxiety compared to female students (p<0.01), and students with high socioeconomic status compared to students with medium socioeconomic status (p<0.01).
Conclusion: The cognitive behavioral approach can be generalized to larger group settings in schools and can be effective in managing students' test anxiety, especially if combined with other strategies such as relaxation. Gender and socioeconomic status are predictors of test anxiety.

Anahtar Kelimeler

Test anxiety, High school students, Cognitive behavioral, Relaxation

Destekleyen Kurum

Yoktur

Proje Numarası

Yoktur

Teşekkür

We thank the children and their families who participated in the study.

Lise Öğrencilerine Uygulanan Sınav Kaygısını Yönetme Programının Sınav Kaygısı Üzerindeki Etkisi

Öz

Amaç: Bu çalışmanın amacı lise öğrencilerine uygulanan karma yaklaşıma dayalı sınav kaygısını yönetme programının lise öğrencilerinin sınav kaygısı üzerindeki etkisinin ve sınav kaygısını etkileyen bazı faktörlerin incelenmesidir.
Gereç ve Yöntem: Ön test son test tek gruplu yarı deneysel desendeki bu araştırmanın evrenini özel bir lisede öğrenim gören 150 lise son sınıf öğrencisi oluşturdu. Amaçlı örnekleme yöntemi kullanılarak seçilen 40 öğrenciye 7 hafta boyunca haftada bir kez sınav kaygısını yönetme programı uygulandı. Veriler Tanıtıcı Bilgi Formu ve Westside Sınav Kaygısı Ölçeği ile toplandı.
Bulgular: Öğrencilerin Westside sınav kaygısı ölçeğinden aldıkları son test puan ortalamalarının (32.15 ± 8.15), öntest puan ortalamalarına (37.57 ± 5.49) göre anlamlı olarak daha düşük olduğu saptanmıştır (p<0.01). Erkek öğrencilerin kız öğrencilere (p<0,01), yüksek sosyoekonomik düzeye sahip öğrencilerin ise orta sosyoekonomik düzeye sahip öğrencilere (p<0,01).kıyasla sınav kaygısını daha az yaşadıkları bulundu.
Sonuç: Çalışmanın sonuçları, bilişsel davranışçı yaklaşımın okullarda daha büyük grup ortamlarına genelleştirilebileceğine ve özellikle gevşeme gibi diğer stratejilerle birleştirilirse öğrencilerin sınav kaygısıyla baş etmede etkili olabileceğine dair bazı kanıtlar sunmaktadır. Cinsiyet ve sosyoekonomik durum sınav kaygısının prediktörleridir.

Anahtar Kelimeler

Sınav kaygısı, Lise öğrencisi, Bilişsel davranışçı, Gevşeme

Proje Numarası

Yoktur

Kaynakça

• Bauman, W., Melnyk, W. (1994). A controlled comparison of eye movements and finger tapping in the treatment of anxiety. Journal of Behaviour Therapy and Experimental Psychiatry, 25(1), 29–33. doi: 10.1016/0005-7916(94)90060-4
• Berger, L. M., Paxson, C., Waldfogel, J. (2009). Income and child development. Children and Youth Services Review, 31(9), 978-989. doi: 10.1016/j.childyouth.2009.04.013
• Chen, H. (2012). Impact of parent's socioeconomic status on perceived parental pressure and test anxiety among Chinese high school students. International Journal of Psychological Studies, 4(2), 235. doi: 10.5539/ijps.v4n2p235
• D’Agostino, A., Schirripa Spagnolo, F., Salvati, N. (2022). Studying the relationship between anxiety and school achievement: evidence from PISA data. Statistical Methods & Applications, 31(1), 1-20. https://doi.org/10.1007/s10260-021-00563-9
• Damer, D., Melendres, L. (2011). “Tackling test anxiety”: A group for college students. The Journal for Specialists in Group Work, 36(3), 163–177. doi: 10.1080/01933922.2011.586016
• Dowker, A., Sheridan, H. (2022). Relationships between mathematics performance and attitude to mathematics: ınfluences of gender, test anxiety, and working memory. Frontiers in Psychology, 13, 814992. doi: 10.3389/fpsyg.2022.814992
• Ergene, T. (2003). Effective interventions on test anxiety reduction. School Psychology International, 24(3), 313–328. doi: 10.1177/01430343030243004
• Giannopoulou, I., Efstathiou, V., Korkoliakou, P., Triantafyllou, G., Smyrnis, N., Douzenis, A. (2022). Mental health of adolescents amidst preparation for university entrance exams during the second pandemic-related lockdown in Greece. Journal of Affective Disorders Reports, 8, 100339. doi: 10.1016/j.jadr.2022.100339
• Huntley, C., Young, B., Tudur Smith, C., Jha, V., Fisher, P. (2022). Testing times: The association of intolerance of uncertainty and metacognitive beliefs to test anxiety in college students. BMC Psychology, 10(1), 6. doi: 10.1186/s40359-021-00710-7
• Jones, J., Thornton, J., Andrews, H. (2010). Efficacy of emotional freedom techniques (EFT) in reducing public speaking anxiety: A randomized controlled trial. Energy Psychology, 3(1), 19–32.
• Manansingh, S., Tatum, S. L., Morote, E. S. (2019). Effects of relaxation techniques on nursing students' academic stress and test anxiety. The Journal of Nursing Education, 58(9), 534–537. doi: 10.3928/01484834-20190819-07
• McCleod, D.B., Adams, V.M. (1979). Individual differences in cognitive style and discovery approaches to learning Mathematics. Journal of Educational Research, 72(6), 317–320.
• Meeus, W. (2022). Rules of intra-individual development in adolescence: A framework. European Journal of Developmental Psychology, 19(2), 159-176. doi: 10.1080/17405629.2021.1872537
• Monga, D. (2020). Relating socio-economic status to test anxiety and achievement motivation among college students. UGC Care Journal, 40(81), 39-45.
• Núñez-Peña, M. I., Suárez-Pellicioni, M., Bono, R. (2016). Gender differences in test anxiety and their impact on higher education students’ academic achievement. Procedia-Social and Behavioral Sciences, 228, 154-160. doi: 10.1016/j.sbspro.2016.07.023
• Önem, E. E. (2014). A study of income and test anxiety among Turkish university students. Journal of Language and Literature Education, 10, 14-23.
• Putwain, D. W., Daly, A. L. (2014). Test anxiety prevalence and gender differences in a sample of English secondary school students. Educational Studies, 40, 554–570. doi: 10.1080/03055698.2014.953914
• Putwain, D. W., von der Embse, N. P. (2021). Cognitive-behavioral intervention for test anxiety in adolescent students: do benefits extend to school-related wellbeing and clinical anxiety. Anxiety, stress, and coping, 34(1), 22–36. doi: 10.1080/10615806.2020.1800656
• Salkovskis, P. M. (Ed.). (1996). Frontiers of cognitive therapy. New York: The Guilford Press. Spielberger, C. D. (1980). Test Anxiety Inventory: Preliminary Professional Manual. Palo Alto, CA: Consulting Psychologists Press.
• Sportel, B. E., de Hullu, E., de Jong, P. J., Nauta, M. H. (2013). Cognitive bias modification versus CBT in reducing adolescent social anxiety: a randomized controlled trial. PloS One, 8(5), e64355. doi: 10.1371/journal.pone.0064355
• Theobald, M., Breitwieser, J., Brod, G. (2022). Test anxiety does not predict exam performance when knowledge is controlled for: Strong evidence against the interference hypothesis of test anxiety. Psychological Science, 9567976221119391. Advance online publication. doi: 10.1177/09567976221119391
• Thomas, T., Joseph, G., Paul, S. (2022). A study to assess the correlation between academic test anxiety and self-esteem among undergraduate students. Journal of Health and Allied Sciences NU, 12(4), 417-422. doi: 10.1055/s-0042-1742464
• Weems, C. F., Scott, B. G., Graham, R. A., Banks, D. M., Russell, J. D., Taylor, L. K., ... Marino, R. C. (2015). Fitting anxious emotion-focused intervention into the ecology of schools: Results from a test anxiety program evaluation. Prevention Science, 16(2), 200-210. doi: 10.1007/s11121-014-0491-1
• Yeo, L. S., Goh, V. G., Liem, G. A. D. (2016). School-based intervention for test anxiety. Child & Youth Care Forum, 45(1), 1-17. doi: 10.1007/s10566-015-9314-1
• Zeidner, M. (1998). Test anxiety: The state of the art. New York: Plenum Press.