Stresten Başarıya Sınav Kaygısı Diş Hekimliği Öğrencilerinin Performansını Nasıl Etkiler?

Yıl 2025, Cilt: 34 Sayı: 3, 336 - 345, 30.12.2025

Servet Bozkurt , Kevser Kurt Demirsoy , Elif Ceren Balcı , Semih Ayrıkçil

https://doi.org/10.34108/eujhs.1666857

Öz

Bu çalışmanın amacı, diş hekimliği öğrencilerinin sınav öncesi kaygı düzeylerini ve bunun akademik başarıya etkisini sınıf düzeyi ve sınav türü açısından değerlendirmektir. Nevşehir Hacı Bektaş Veli Üniversitesi Diş Hekimliği Fakültesi’nin 1. ve 3. sınıflarında öğrenim gören toplam 74 öğrenci (45 kadın, 29 erkek) çalışmaya dahil edilmiştir. Öğrencilerin kaygı düzeyleri, 40 sorudan oluşan Durumluk-Sürekli Kaygı Envanteri ile ölçülmüştür. Katılımcılar 1. sınıf ve 3. sınıf olarak iki gruba ayrılmış, teorik (Anatomi) ve pratik (Protetik) sınavlar öncesinde değerlendirilmiştir. Sınav öncesi kaygı ile sınav notları arasında anlamlı bir ilişki bulunmamıştır. Ancak sınıflar arası analizde, Teorik Sınav Öncesi Durumluk Kaygı Puanlarında (p=0.004) ve Genel Durumluk Kaygı Puanlarında (Önce-Sonra) (p<0.001) anlamlı farklılık saptanırken, Pratik Sınav Öncesi Kaygı Puanlarında fark gözlenmemiştir (p=0.088). Sınıf içi değerlendirmelerde, 1. sınıflarda teorik sınav öncesi ortanca puan 44, pratik sınav öncesi ise 39 bulunmuş ve bu fark anlamlıdır (p<0.001). 3. sınıflarda ise teorik sınav öncesi ortalama 38.8 iken, pratik sınav öncesi 43.2 ile daha yüksek bulunmuş ve fark anlamlıdır (p=0.025). Kaygının akademik başarıyı doğrudan etkilemediği görülse de sınıf düzeyi ve sınav türüne göre farklılık göstermesi dikkat çekicidir. Bulgular, sınav kaygısının etkin yönetiminin ve öğrenci desteğinin önemini vurgulamaktadır.

Anahtar Kelimeler

Akademik başarı , diş hekimliği öğrencileri , sınav kaygısı , pratik sınav , teorik sınav

Etik Beyan

Bu çalışmanın etik kurul onayı, Nevşehir Hacı Bektaş Veli Üniversitesi Girişimsel Olmayan Klinik Araştırmalar Yayın Etik Kurulu'ndan alınmıştır (Tarih: 30/05/2024, Numara: 2024.04.01.).

From Stress to Success Show Exam Anxiety Affects Dental Students’ Performance?

Öz

This study aimed to evaluate dental students' anxiety levels and their effects on academic performance in relation to class level and exam type. A total of 74 students (45 females, 29 males) from the 1st and 3rd years of Nevşehir Hacı Bektaş Veli University Faculty of Dentistry participated. Anxiety was assessed using State-Trait Anxiety Inventory (40 items). Participants were categorized into two groups (1st-year and 3rd-year) and evaluated before theoretical (Anatomy) and practical (Prosthetics) exams. No significant relationship was found between exam scores and pre-exam anxiety levels. However, inter-class analysis revealed significant differences between Pre-Theoretical State Anxiety Scores (p=0.004) and overall State Anxiety Scores (Pre-Post) (p<0.001), whereas no difference was observed in Pre-Practical State Anxiety Scores (p=0.088). Intra-class evaluations showed that in 1st-year students, the median pre-theoretical score 44 was significantly higher than the pre-practical score 39 (p<0.001). In contrast, in 3rd-year students, the mean pre-theoretical score was 38.8, while the pre-practical score was significantly higher at 43.2 (p=0.025). Although anxiety did not significantly affect exam performance, differences according to academic year and exam type were evident. These findings emphasize the importance of monitoring and managing exam-related anxiety, and providing effective psychological support to dental students to promote academic success.

Anahtar Kelimeler

Academic achievement , dental students , test anxiety , practical exam , theorical exam

Etik Beyan

Ethics committee approval was received for this study from the Ethics Committee for Non-Interventional Clinical Research Publications, Nevşehir Hacı Bektaş Veli University (Date: 30/05/2024, Number: 2024.04.01.).

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