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

Yıl 2023, Cilt: 20 Sayı: 52, 243 - 264, 31.12.2023

Öner Çelikkaleli , Gülay Özsoy Çiçek

Öz

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.

Anahtar Kelimeler

Exam, anxiety, efficacy belief, self-regulation

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

Öz

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.

Anahtar Kelimeler

Sınav, kaygı, yetkinlik, öz-düzenleme

Kaynakça

• Adesola, S. A.,& Li, Y. (2018). The relationship between self-regulation, self-efficacy, test anxiety and motivation. International Journal of Information and Education Technology, 8(10), 759-763. Retrived from http://www.ijiet.org/vol8/1135-T13.pdf
• Alabhoul, R. S.,& Yassin, H. M. (2021). Perfectionism and Exam Anxiety among Gifted and Ordinary Students in the State of Kuwait (A Comparative study). Buhūth, 1(10), 56-89. https://doi.org/10.21608/BUHUTH.2021.93133.1179
• Alemany-Arrebola, I., Rojas-Ruiz, G., Granda-Vera, J., & Mingorance-Estrada, Á. C. (2020). Influence of COVID-19 on the perception of academic self-efficacy, state anxiety, and trait anxiety in college students. Frontiers in Psychology, 11, 570017. https://doi.org/10.3389/ fpsyg.2020.570017
• Alpert, R.,& Haber, R.N. (1960). Anxiety in academic achievement situations. Journal of Abnormal and Social Psychology, 61(2), 207-215. https://doi.org/10.1037/h0045464
• Alves, J. V. D. S., Paula, W. D., Netto, P. R. R., Godman, B., Nascimento, R. C. R. M. D., & Coura-Vital, W. (2021). Prevalence and factors associated with anxiety among university students of health sciences in Brazil: findings and implications. Jornal Brasileiro de Psiquiatria, 70, 99-107. https://doi.org/10.1590/0047-2085000000322
• Arora, S., Chaudhary, P., & Singh, R. K. (2021). Impact of coronavirus and online exam anxiety on self-efficacy: the moderating role of coping strategy. Interactive Technology and Smart Education, 18(3), 475-492. https://doi.org/10.1108/ITSE-08-2020-0158
• Asayesh, H., Hosseini, M. A., Sharififard, F., & Kharameh, Z. T. (2016). The relationship between self-efficacy and test anxiety among the paramedical students of Qom University of Medical Sciences. Journal of Advances in Medical Education (JAMED), 1(3), 14-21. Retrived from, http://jamed.ir/browse.php?a_id=42&slc_lang=fa&sid=1&printcase=1&hbnr=1&hmb=1
• Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior(Vol. 4, pp. 71-81). New York: Academic Press
• Bandura, A. (1995). Self-efficacy in changing societies. New York: Cambridge University Press.
• Bandura, A. (1997). Self-efficacy. The exercise of control. New York, NY: Freeman.
• Baytemir, K. (2019). Perfectionism, irrational beliefs, need for social approval and gender as predictors of parent exam anxiety. Bartın University Journal of Faculty of Education, 8(1), 161-178. https://doi.org/10.14686/buefad.417814
• Beck, J. (2011). Cognitive behavior therapy: Basics and beyond (2nd ed.). New York, NY: The Guilford Press
• Bhatta, K. R.,& Rai, B. (2020). Test anxiety and demographic variables affecting academic achievement among undergraduate psychology students. International Journal of Education and Management Studies, 10(3), 218-222. https:g/-services/journals/international-journ
• Boekaerts, M.,& Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18, 199–210. http://dx.doi.org/10.1007/s10648-006-9013-4.
• Boekaerts,M., Pintrich, P. R., & Zeidner, M. (Eds.). (2000). Hand book of self-regulation. San Diego: Academic Press.
• Bonaccio, S.,& Reeve, C. L. (2010). The nature and relative importance of students' perceptions of the sources of test anxiety. Learning and Individual Differences, 20(6), 617-625.https://doi.org/10.1016/j.lindif.2010.09.007
• Bong, M. (2002). Predictive utility of subject-, task-, and problem-specific self-efficacy judgments for ımmediate and delayed academic performances. The Journal of Experimental Education, 70(2), 133-162. ttps://doi.org/10.1080/00220970209599503
• Bouffard-Bouchard, T., Parent, S., & Larivee, S. (1991). Influence of self-efficacy on self-regulation and performance among junior and senior high-school age students. International Journal of Behavioral Development, 14(2), 153-164. https://doi.org/10.1177/0165025491 014002
• Boyers, G. (2009). Test anxiety, depression, and irrational beliefs in college students. Student Research Submissions. 120. https://scholar.umw.edu/student_research/120/
• Cassidy, S. (2015). Resilience building in students: The role of academic self-efficacy. Frontiers in Psychology, 6, 1781. https://doi.org/10.3389/fpsyg.2015.01781
• Cayubit, R. F. O. (2014). Academic self-efficacy and study hours as predictors of test anxiety among high school students. Philippine Journal of Counseling Psychology, 16(1), 64-73.https://d1wqtxts1xzle7.cloudfront.net/34050836/2014
• Chemers, M., Hu, L. and Gracia, B. (2001) Academic self-efficacy and first-year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55-64. https://doi.org/10.1037/0022-0663.93.1.55
• Çelikkaleli, Ö. (2019b). Ergenler için öz düzenleme ölçeği: Temel geçerlik ve güvenirlik çalışmaları. Tümtaş, M. S. (Ed.). IV. Uluslararası Stratejik ve Sosyal Araştırmalar Sempozyumu Genişletilmiş Özet Bildiriler Kitabı içinde (s. 515-523). Isasor.
• De La Fuente, J., López-García, M., Mariano-Vera, M., Martínez-Vicente, J. M., & Zapata, L. (2017). Personal self-regulation, learning approaches, resilience and test anxiety in psychology students. Estudios Sobre Educación, 32, 9-26. https://doi.org/10.15581/004.32.9-26
• Demir, M.,& Gençdoğan, B. (2017). Okul tükenmişliğini yordamada sınav kaygısı ve akademik başarının. Gümüshane Üniversitesi Sosyal Bilimler Enstitüsü Elektronik Dergisi, 8(20), 111-126. https://dergipark.org.tr/en/download/article-file/635099
• Driscoll R. (2007). Westside test anxiety scale validation. Education Resources Information Center. Retrieved from http://www.eric.ed.gov/PDFS/ED495968.pdf
• Duncan, T. G.,& McKeachie, W. J. (2005). The making of the motivated strategies for learning questionnaire. Educational psychologist, 40(2), 117-128. https://doi.org/10.1207/ s15326985ep4002_6
• Duty, S. M., Christian, L., Loftus, J., & Zappi, V. (2016). Is cognitive test-taking anxiety associated with academic performance among nursing students?. Nurse Educator, 41(2), 70-74.https://doi.org/10.1097/NNE.0000000000000208
• Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia: Taylor & Francis.
• Eggen, P.,& Kauchak, D. (1999). Educational psychology. New Jersey: Printice-Hall, Inc.
• Fischer, S., Nater, U. M. , & Laferton, J. A. C. (2016). Negative stress beliefs predict somatic symptoms in students underacademic stress. International Journal of Behavioral Medicine, 23, 746-751.https://doi.org/10.1007/s12529-016-9562-y
• Ghonsooly, B.,& Ghanizadeh, A. (2013). Self-efficacy and self-regulation and their relationship: a study of Iranian EFL teachers. The Language Learning Journal, 41(1), 68-84.https://doi.org/10.1080/09571736.2011.625096
• Ghonsooly, B.,& Ghanizadeh, A. (2013). Self-efficacy and self-regulation and their relationship: a study of Iranian EFL teachers. The Language Learning Journal, 41(1), 68-84.https://doi.org/10.1080/09571736.2011.625096
• Grau, R., Salanova, M. & Peiro, J. M. (2001). Moderator effects of self-efficacy on occupational stress. Psychology in Spain, 5(1), 63-74. www.psychologyinspain.com/ content/full/2001/7frame.htm
• Griffin, M. M.,& Griffin, B. W. (1998). An investigation of the effects of reciprocal peer tutoring on achievement, self-efficacy, and test anxiety. Contemporary educational psychology, 23(3), 298-311.https://doi.org/10.1006/ceps.1998.0971
• Gürpınar, K. , Yılan, Y. & Bozkurt, E. (2019). A study to determine the exam anxiety of university students: The case of Afyon Kocatepe University. Avrasya Uluslararası Araştırmalar Dergisi, 7 (20), 241-254. https://doi.org/10.33692/avrasyad.664279
• Hayat, A. A., Choupani, H., & Dehsorkhi, H. F. (2021). The mediating role of students’ academic resilience in the relationship between self-efficacy and test anxiety. Journal of Education and Health Promotion, 10, 18. https://doi.org/10.4103/jehp.jehp_35_21
• Haycock, L. A., McCarthy, P., and Skay, C. L. (1998). Procrastination in college students: the role of self-efficacy and anxiety. Journal of Counseling and Development. 76, 317–324. https://doi: 10.1002/j.1556-6676.1998.tb02548.x
• Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford publications.
• Hembree, R. (1988). Correlates, causes, effects and treatment of test anxiety. Review of Educational Research 58, 47–77. https://doi.org/10.3102/00346543058001047
• Heydari, M., Mohammadi, A., & Haghighat, S. (2020). The impact of perfectionism on responsibility with the mediating role of exam anxiety in students. Journal of Excellence in Counseling and Psychotherapy, 9(33), 14-23. https://journal-counselling. islamshahr.iau.ir/ article_674039.html?lang=en
• Hossain, M. M., Alam, M. A., & Masum, M. H. (2022). Prevalence of anxiety, depression, and stress among students of Jahangirnagar University in Bangladesh. Health Science Reports, 5(2), e559. https://doi.org/10.1002/hsr2.559
• Isgör, I. Y. (2016). Metacognitive skills, academic success and exam anxiety as the predictors of psychological well-being. Journal of Education and Training Studies, 4(9), 35-42. http://dx.doi.org/10.11114/jets.v4i9.1607
• Jerusalem, M. & Schwarzer, R. (1981). Fragebogen zur Erfassung von "Selbstwirksamkeit. Skalen zur Befindlichkeit und Persoenlichkeit In R. Schwarzer (Hrsg.). (Forschungsbericht No. 5). Berlin: Freie Universitaet, Institut fuer Psychologie.
• Jia, J., Ma, Y., Xu, S., Zheng, J., Ma, X., Zhang, Y., Sun, W., & Liu, L. (2023). Effect of academic self-efficacy on test anxiety of higher vocational college students: The chain mediating effect. Psychology Research and Behavior Management, 2417-2424. https://doi.org/10.2147/PRBM.S413382
• Jing, H. (2007). Analysis on the relationship among test anxiety, self-concept and academic competency. US-China Foreign Language, 5(1), 48-51.https://www.david publisher.com/ Public/uploads/Contribute/56692faeb9666.pdf
• Jose, P. E. (2013). Doing statistical mediation and moderation. Guilford Press.
• Kavakcı, Ö., Güler, A. S., & Çetinkaya, S. (2011). Sınav kaygısı ve ilişkili psikiyatrik belirtiler. Klinik Psikiyatri, 14(1), 7-16. https://klinikpsikiyatri.org/jvi.aspx?un=KPD-49394&volume=14&issue=1
• Khalaila, R. (2015). The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: Mediating and moderating effects. Nurse Education Today, 35(3), 432-438. https://doi.org/10.1016/ j.nedt. 2014.11.001
• Kilit, Z., Dönmezler, S., Erensoy, H., & BERKOL, T. (2020). Üniversite öğrencilerinde belirsizliğe tahammülsüzlük, endişe ve bilişsel sınav kaygısı ilişkisi. Ortadoğu Tıp Dergisi, 12(2), 262-268. https://doi.org/10.21601/ortadogutipdergisi.741156
• Koca, F., ve Dadandı, İ. (2019). Akademik öz-yeterlik ile akademik başarı arasındaki ilişkide sınav kaygısı ve akademik motivasyonun aracı rolü. İlköğretim Online, 18(1), 241-252.https://10.17051/ilkonline.2019.527207
• Korhan, M., Engin, E., & Güloğlu, B. (2021). Covid-19 sürecinde üniversite sınavına girecek gençlerin sınav kaygısı: bilişsel esneklik ve öz-düzenleme. e-Uluslararası Eğitim Araştırmaları Dergisi, 12(5), 212-231. https://doi.org/10.19160/e-ijer.1009653
• Köse, S., Yılmaz, Ş. K., & Göktaş, S. (2018). The relationship between exam anxiety levels and sleep quality of senior high school students.Journal of Psychıatrıc Nursing, 9(2), 105-111, https://doi.org/10.14744/phd.2018.05025
• Krispenz, A., Gort, C., Schültke, L., & Dickhäuser, O. (2019). How to reduce test anxiety and academic procrastination through inquiry of cognitive appraisals: A pilot study investigating the role of academic self-efficacy. Frontiers in Psychology, 10, 1917. https://doi.org/10.3389/fpsyg.2019.01917
• Lee, C. & Babko, P. (1994). Self-efficacy beliefs: Comparison of five measures. Journal of Applied Psychology, 79, 364-369. https://doi.org/10.1037/0021-9010.79.3.364
• Lee, M. T. Y., Wong, B. P., Chow, B. W.-Y., & McBride-Chang, C. (2006).Predictors of suicide ideation and depression in Hong Kong adolescents: Perceptions of academic and family climates. Suicide & Life-Threatening Behavior, 36, 82–96. https://doi.org/10.1521/ suli.2006.36.1.82
• Lee, W., Lee, M. J., & Bong, M. (2014). Testing interest and self-efficacy as predictors of academic self-regulation and achievement. Contemporary Educational Psychology, 39(2), 86-99. https://doi.org/10.1016/j.cedpsych.2014.02.002
• Lei, W., Zhang, H., Deng, W., Wang, H., Shao, F., & Hu, W. (2021). Academic self-efficacy and test anxiety in high school students: A conditional process model of academic buoyancy and peer support. School Psychology International, 42(6), 616-637. https://doi.org/10.1177/ 014303432110392
• Liu, X., Xinyu, J. & Zhang, Y. (2023). Trajectories of college students’ general self-efficacy, the related predictors, and depression: a piece wise growth mixture modeling approach. Heliyon. 9(5), 1575–1582. https://doi.org/10.1016/j.heliyon.2023.e15750
• Mao, Y., Yang, R., Bonaiuto, M., Ma, J., & Harmat, L. (2020). Can flow alleviate anxiety? The roles of academic self-efficacy and self-esteem in building psychological sustainability and resilience. Sustainability, 12(7), 2987. https://doi.org/10.3390/su12072987
• McLaughlin, K., Moutray, M., & Muldoon, O. T. (2008). The role of personality and self‐efficacy in the selection and retention of successful nursing students: a longitudinal study. Journal of Advanced Nursing, 61(2), 211-221.https://doi.org/10.1111/j.1365-2648. 2007.04492.x
• Mills, N., Pajares, F., & Herron, C. (2006). A reevaluation of the role of anxiety: Self‐efficacy, anxiety, and their relation to reading and listening proficiency. Foreign language annals, 39(2), 276-295. https://doi.org/10.1111/j.1944-9720.2006.tb02266.x
• Naeim, M., Rezaeisharif, A., & Zandian, H. (2020). The relationship between internet addiction and social adjustment, and test anxiety of the students of Ardabil University of Medical Sciences. Shiraz E-Medical Journal, 21(11). https://doi.org/10.5812/semj.99209
• Narlı, M. (2019). Duyu düzenleme güçlüğü ile sınav kaygısı arasındaki ilişkide mükemmeliyetçilik ve obsesif kompulsif belirtilerin aracı rolü (Yayımlanmamış yükseklisans tezi), Başkent Üniversitesi Sosyal Bilimleri Enstitüsü. Ankara. https://tez.yok.gov.tr/ UlusalTezMerkezi/tezSorguSonucYeni.jsp
• Nie Y., Lau S., Liau A. K. (2011). Role of academic self-efficacy in moderating the relation between task importance and test anxiety. Learning and Individual Differences, 21, 736–741. https://doi.org/10.1016/j.lindif.
• Nie, Y., Lau, S., & Liau, A. K. (2011). Role of academic self-efficacy in moderating the relation between task importance and test anxiety. Learning and Individual Differences, 21(6), 736-741. https://doi.org/10.1016/j.lindif.2011.09.005
• Novak, S. P.,& Clayton, R. R. (2001). The influence of school environment and self-regulation on transitions between stages of cigarette smoking: A multilevel analysis. Health Psychology, 20(3), 196–207. https://doi.org/10.1037/0278-6133.20.3.196
• O'Neil Jr, H. F.,& Abedi, J. (1996). Reliability and validity of a state metacognitive inventory: Potential for alternative assessment. The journal of educational research, 89(4), 234-245. https://doi.org/10.1080/00220671.1996.9941208
• Onyeizugbo, E. U. (2010). Self-efficacy, gender and trait anxiety as moderators of test anxiety. Electronic Journal of Research in Educational Psychology, 8(1), 299-312. http://www.investigacion-psicopedagogica.org/revista/new/english/index.php?n=20Google Scholar
• Ozer, E. M.,& Bandura, A. (1990). Mechanisms governing empowerment effects: A self-efficacy analysis. Journal of Personality and Social Psychology, 58(3), 472–486. https://doi.org/10.1037/0022-3514.58.3.472
• Özer, B. U. & Topkaya, N. (2011). Akademik erteleme ve sınav kaygısı. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 2(2), 12-19. Retrieved from https://dergipark.org.tr/en/pub/aduefebder/issue/33887/375220
• Pajares, F. & Shunk, D.H. (2001). Self-beliefs and school success: Self–efficacy, self-concept and school achievement. In R. Riding & S. Rayner (Eds.) Perception (pp.239-266). London: Abex publishing.
• Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578. ttps://doi.org/10.3102/00346543066004543
• Pajares, F. and Schunk, D. (2002) Self and self-belief in psychology and education: an historical perspective, in: J.Aronson and D. Cordova (Eds.)Improving Academic Achievement, pp. 3–21 (New York: Academic Press)
• Pajares, F.,& Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86(2), 193–203. https://doi.org/10.1037/0022-0663.86.2.193
• Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational psychology review, 18, 315-341. https://doi.org/10.1007/s10648-006-9029-9
• Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502).San Diego, CA: Academic Press.
• Pintrich, P. R.,& De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33
• Pintrich, P. R., Roeser, R. W., & De Groot, E. A. M. (1994). Classroom and individualdiferences in early adolescents motivation and self-regulated learning. Journal of Early Adolescence, 14, 139–161. https://doi.org/10.1177/027243169401400204
• Preiss, R. W., Gayle, B. M., & Allen, M. (2006). Test anxiety, academic self-efficacy, and study skills: A metaanalytic review. In B. M. Gayle, R. W. Preiss, N. Burrell & M. Allen (Eds.), Classroom communication and instructional processes: Advances through meta-analysis(pp. 99-111). Mahwah: Lawrence Erlbaum
• Putwain, D. W., Daly, A. L., Chamberlain, S., & Sadreddini, S. (2015). Academically buoyant students are less anxious about and perform better in high‐stakes examinations. British Journal of Educational Psychology, 85(3), 247-263. https://doi.org/10.1111/bjep. 12068
• Qiong, H. (2019). The development trend of Chinese students test anxiety: longitudinal analysis and horizontal verification. Chinese Journal of Clinical Psychology, 27(1), 113–118.https://caod.oriprobe.com/order.htm?id=55770461&ftext=base
• Raknes, S., Pallesen, S., Bjaastad, J. F., Wergeland, G. J., Hoffart, A., Dyregrov, K., Håland, Å. T., & Haugland, B. S. M. (2017). Negative life events, social support, and self-efficacy in anxious adolescents. Psychological Reports, 120(4), 609–626. https://doi.org/10.1177/0033 294117699820
• Rana, R. A. and Mahmood, N. (2010). The relationship between test anxiety and academic achievement. Bulletin of Education and Research 32(2), 63–74. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2362291
• Raufelder, D.,& Ringeisen, T. (2016). Self-perceived competence and test anxiety: The role of academic self-concept and self-efcacy. Journal of Individual Diferences, 37(3), 159–167. https://doi.org/10. 1027/1614-0001/a000202
• Roick, J.,& Ringeisen, T. (2017). Self-efficacy, test anxiety, and academic success: A longitudinal validation. International Journal of Educational Research, 83, 84-93. https://doi.org/10.1016/j.ijer.2016.12.006 Rolls, E. T. (2000). Precis of the brain and emotion. Behavioral and Brain Sciences, 23, 177–191. https://doi. org/10.1017/S0140525X00002429
• Sakin-Özen, N., İlker, E., Ilgir, E., & Sığırlı, D. (2010). Anxiety prevalence and affecting factors among university students. Asia Pacific Journal of Public Health, 22(1), 127-133. https://doi.org/ 10.1177/1010539509352803
• Sarason, I. G. (1984). Stress, anxiety, and cognitive interference: Reactions to tests. Journalof Personality and Social Psychology, 46, 929–938. https://doi.org/10.1037/0022-3514.46.4.929
• Satıcı, S. A. (2013). Üniversite öğrencilerinin akademik oz-yeterliklerinin çesitli değişkenler açısındandan incelenmesi (Yayınlanmamış yükseklisans tezi). Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir.
• Schnell, K., Ringeisen, T., Raufelder, D., & Rohrmann, S. (2015). The impact of adolescents' self-efficacy and self-regulated goal attainment processes on school performance do gender and test anxiety matter? Learning and Individual Differences, 38, 90–98. http://dx.doi.org/10.1016/j.lindif.2014.12.008
• Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4), 207-231.https://doi.org/10.1080/00461520.1991.9653133
• Schunk, D.H. (1995). Self-efficacy and education and instruction. In J.E. Maddux (Ed.), Self – efficacy, adaption and adjustment: Theory, research and applications (pp.281-303). New York: Plenum.
• Schwarzer, R. (1994). Optimism, vulnerability, and self-beliefs as health-related cognitions: A systematic overview. Psychology and Health: An International Journal, 9, 161-180.https://doi.org/10.1080/08870449408407475
• Schwarzer, R. (1998). Optimism, goals, and threats: How to conceptualize self-regulatory processes in the adoption and maintenance of health behaviors. Psychology and Health, 13(4), 759-766. https://doi.org/10.1080/08870449808407430
• Schwarzer, R.,& Jerusalem, M. (1992). Advances in anxiety theory: A cognitive process approach. In K. A. Hagtvet & T. B. Jhonsen (Eds.), Advances in test anxiety research (Vol. 7, pp. 2–31). Swets & Zeitlinger
• Shunsen, C. & Danhong, T. (2009). The effect of test anxiety on false memory. Psychological Development and Education, 25(1),46–53.
• Sohail, H.; Hassan, S.M.; Ali, B.; Irfan, S.; Siddiqui, H.F.; Bansari, K.; Afroz, M.N.; Batool, Z.; Shaukat, F. (2020). Impact of pre-exam anxiety on the academic performance of final year medical students. Preprints, 2020100651. https://doi.org/10.20944/preprints202010.0651.v1
• Solberg, V. S., Gusavac, N., Hamann, T., Felch, J., Johnson, J., Lamborn, S. and Torres, J. (1998) The adaptivesuccess identity plan (ASIP): A career intervention for college students. The Career Development Quarterly,47(1), 48–95
• Spielberger, C. D.,& Vagg, P. R. (1995). Test anxiety: A transactional process. In C. D. Spielberger & P. R. Vagg (Eds.), Test anxiety: Theory, assessment, and treatment(pp. 3–14). Taylor & Francis
• Spielberger, C. D., Anton, W. D., & Bedell, J. (1976). The nature and treatment of test anxiety. In M. Zucker man & C. D. Spielberger (Eds.), Emotions and anxiety: New concepts, methods, and applications (pp. 317–344). Erlbaum
• Spielberger, C.D.,& Sarason, I.G. (Eds.) (1983). Stress and anxiety (vol.12). Washington: Hemisphere pub. Co.
• Stöber, J.,& Pekrun, R. (2004). Advances in test anxiety research. Anxiety, Stress & Coping, 17(3), 205-211. https://doi.org/10.1080/1061580412331303225
• Suarez, M. J. and M. A. T. Quimbo. 2016.Test anxiety and selected personal factors as determinants of academic performance of undergraduate online learners. Malaysian Journal of Distance Education 18(1): 29–51. http://dx.doi.org/10.21315/ mjde2016.18.1.3
• Şanlı, C. (2020). The relation between task value, test anxiety and academic self-efficacy: A moderation analysis in high school geography course. Participatory Educational Research, 8(1), 265-278.
• Talan, T.,& Gülseçen, S. (2018). Ters-yüz sınıf ve harmanlanmış öğrenmede öğrencilerin öz-düzenleme becerilerinin ve öz-yeterlik algılarının incelenmesi. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 9(3), 563-580. https://doi.org/10.16949/turk bilmat.403618
• Tan, S. H. & Pang, J.S. (2023). Test anxiety: An integration of the test anxiety and achievement motivation research traditions. Educational Psychology Review, 35, 13 https://doi.org/10.1007/s10648-023-09737-1
• Titrek, O., Çetin, C., Kaymak, E., & Kasikci, M. M. (2018). Academic Motivation and Academic Self-Efficacy of Prospective Teachers. Journal of Education and Training Studies, 6(n11a), 77-87. Retrived fromm https://files.eric.ed.gov/fulltext/EJ1208391.pdf
• Totan, T. ve Yavuz, Y. (2009). Westside Sınav Kaygısı Ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 9(17), 95-109. Retrived From, https://toad.halileksi.net/wp-content/uploads/2022/07/westside-sinav-kaygisi-olcegi-toad.pdf
• Totan, T., Özgül, Ö., & Tosun, E. (2019). Bilişsel ve duygusal düzenlemenin sınav kaygısına olan etkisinde psikolojik dayanıklılığın aracılık rolü. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 6(2), 98-108.https://doi.org/10.21666/muefd.605853
• Trueba, A. F., Smith, N. B., Auchus, R. J., & Ritz, T. (2013). Academic exam stress and depressive mood are associated with reductions in exhaled nitric oxide in healthy individuals. Biological Psychology, 93(1), 206-212. https://doi.org/10.1016/j.biopsycho. 2013.01.017
• Tsegay, L., Shumet, S., Damene, W., Gebreegziabhier, G., & Ayano, G. (2019). Prevalence and determinants of test anxiety among medical students in Addis Ababa Ethiopia. BMC Medical Education, 19, 1-10. https://doi.org/10.1186/s12909-019-1859-5
• Warshawski, S., Bar-Lev, O., & Barnoy, S. (2019). Role of academic self-efficacy and social support on nursing students' test anxiety. Nurse educator, 44(1), E6-E10. https://doi.org/10.1097/NNE.0000000000000552
• Wuebbels, A. L. (2006). The development of a social emotional and academic selfefficacy curriculum for sixth grade adolescent students (Unpublished Ph.D. thesis). School of Saint Louis University, Missouri.
• Yerdelen, S., McCaffrey, A., & Klassen, R. M. (2016). Longitudinal examination of procrastination and anxiety, and their relation to self-efficacy for self-regulated learning: Latent growth curve modeling. Educational Sciences: Theory & Practice, 16(1), 5-22. https://doi.org/10.12738/estp.2016.1.0108
• Yılmaz, M., Gürçay, D., & Ekici, G. (2007). Akademik özyeterlik ölçeğinin Türkçe’ye uyarlanması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(33), 253-259. Retrived from, http://www.efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/1047-published.pdf
• Zeidner, M. (1998). Test anxiety: The state of the art. New York, NY: Plenum Press.
• Zeidner, M. (2007). Test anxiety in educational contexts: Concepts, findings, and future directions. Emotionin Education, 165–184. https://doi.org/10.1016/B978-012372545-5/ 50011-3
• Zeidner, M.,& Matthews, G. (2005). Evaluationanxiety: Current theory and research. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp.141–163). Guilford Publications.
• Zeidner, M., M. Boekaerts & P.R. Pintrich. (2000). Self-regulation: directions and challengesfor future research. In Handbook of Self-Regulation, ed. M. Boekaerts, P. R. Pintrich & M. Zeidner, 749–68. San Diego, CA: Academic Press
• Zimmerman, B. J. & D. Schunk. (2001). Reflections on theories of self-regulated learning andacademic achievement. In Self-Regulated Learning and Academic Achievement: Theoretical Perspectives, ed. B. Zimmerman and D. Schunk, 289–307. Mahwah, NJ: Erlbaum.
• Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: an overview. Educational Psychologist, 25 (1), 3–17. https://doi.org/10.1207/s15326985ep2501_2
• Zimmerman, B. J. (2000). Attaining self-regulation: a social cognitive perspective. In Handbookof Self-Regulation, ed. M. Boekaerts, P.R. Pintrich and M. Zeidner, 13–39. San Diego, CA: Academic Pre