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An Examination of the Relationship between Test Anxiety and Decision Making Styles of Elementary School 8th Grades Students*

Yıl 2006, Cilt: 45 Sayı: 45, 7 - 35, 01.06.2006

Öz

The pupose of this study is to examine the test anxiety of 8 th grade students and career decision making styles with respect to gender. In addition, the purpose of this study is to examine whether the decision making styles that students use for coping with decision making predict test anxiety. The study group consists of 425 students (230 girl, 195 boy) who are receiving education at the 5 state and 2 private schools which are in Cankaya, Kecioren and Sincan in Ankara. The range of ages are between 13 and 15. The datas are collected with The Test Anxiety Inventory (Öner, 1989) and The Adolescent Decision Making Questionnaire (Çolakkadıoğlu, 2003) were used to collect data. The results of this study indicated that the levels of 8th grade girl students' test anxiety were significantly higher than the level of 8th grade boys' test anxiety. When coping with the decision making in terms of unacceptable styles, there were significant differences between the girls and the boys. However, it was found there was not a significant difference in terms of acceptable coping styles. In addition, the results of this study indicated that the coping with the decision making styles used by 8th grade the elementary school students was significant predictors of both the test anxiety and the worry and emotionality components of the test anxiety. The findings of the study were discussed in related literature and suggestions were made for future research. Summary According to Siebere (1980, p.17), test anxiety is a special case of general anxiety. Spielberger (1966) approached the test anxiety with the State-Trait Model. According to Spielberger, test anxiety is an unpleasant and stress creating Emotional condition experienced during a formal test or assessment situation. Worry and Emotionality are component of test anxiety. The Worry is the cognitive component of test anxiety. Worry is refers to focusing of attention on concerns about performance, consequences of failure, negative self-evaluation, evaluation of one's ability relative to others, and the like. Emotionality is the sensorial dimension which constitutes the physiogical component that stimulates the autonomus nervous system. Emotionality refers to the affective-physiological experience generated from increased autonomic arousal. The results of studies examining the effects of test anxiety on academic performance have indicated that in general, students with high levels of test anxiety perceive tests as difficult situations and have difficulty concentrating on the tests. It has been found that because they indicate low performance on the test they are unsuccessful. In addition, it has been found in these studies that students with high levels of test anxiety, do not use their cognitive compentences adequately because of their inadequate preperation, and experience intense Worry (Birenbaum and Nasser, 1994; Cassady, 2004; Cooley & Spielberger, 1980; Hong, 1999; Sullivan, 2002). The results of studies which examine the relationship between efficient study strategies and the test anxiety indicated that in general the students with high level of the efficient study strategies have low or vice versa levels of test anxiety (Gazelle, Maste & James, 1998; Kirkland & Hollandsworth, 1980; Rasor & Rasor, 1998). The general evaluation of results of studies which examine the relationship between test anxiety and performance indicated that in relation to students with low levels of test anxiety, those with high levels of test anxiety demonstrate lower performance on tests (Benjamin, 1991; Cassady, 2004; Cassady & Johnson, 2002; Culler & Holahan, 1980; Horn & Dollinger, 1989). A number of authors found that the test anxiety scores of girls were higher than that of the boys. Besides, Worry scores of the boys were higher than that the girls's and Emotionality scores of the girls were higher than the boys's (Brown, 2002; Cassady and Johnson, 2002; Di Maria & Di Nuovo, 1990; Woodburg, 2002). School counselors are aware of the importance of decision-making skills for the process of educational and career planning. Researchers have investigated the concept that people have different decision-making styles others have examined the relationship between both trait and state anxiety and different decision-making styles. The results of these researches indicated that state and trait anxiety were positively related to the decision making styles (Fuqua, Newman & Seaworth, 1998; Heppner, Ham, Dugan, 1988). It was thought that the test anxiety with the Worry and the Emotionality components were probably related to an individual's decision making styles while coping with decision-making. In the literature of decision making several studies have been made especially concerning how adolescents make decision and determining which styles were used when making decisions (Friedman & Mann, 1993; Loo, 2000; Mann, Hormony & Power, 1989; Mann & et al., 1998; Mincemoyer & Perkins, 2003; Ormond, Luszcz, Mann & Beswick, 1991; Radford, Mann, Ohta, & Nakane, 1993; Scout & Bruce, 1995). In the conflict theory developed by Janis and Mann (1977), four decision making syles were determined. These styles were defined as complacency, cop-out and panic as unacceptable styles and vigilance as an acceptable style (Friedmann and Mann, 1999; Janis and Mann, 1977; Mann, Beswick, Allouache and Ivey, 1989; Mitchell and Krumboltz, 1984). The Adolescent Decision Making Questionnaire (ADMQ) developed by Mann, Harmoni and Power (1989) added another component called self-esteem to the four styles of decision making. Schvaneveldt and Adams (1983) found that there was a difference in the decision making styles of adolescents according to time pressure, parental attitudes, events, socio-economic status and age. There were two purposes to this study; the first was to examine test anxiety and decision making styles in elementary school eighth grade students according to gender. The second purpose was to examine whether the decision making styles of the students could predict the test anxiety. Method Participants and procedure The study group was comprised of 425 (230 females, 195 males) 8th grade volunteers, from elementary schools. The participants' ages ranged from 13-15 years. Testing occurred in a single session in which participants were told that their responses would assist counselors. We emphasized that the session was voluntary and confidential. Instruments The Adolescent Decision Making Questionnaire (ADMQ). The ADMQ (Mann, Harmoni and Power 1989) was adopted to Turkish culture for adolescents by Çolakkadıoğlu (2003). The ADMQ consists of 30 items rating on a 4-point Likert scale. The underlying structure of ADMQ was examined using factor analysis technique. The factor analysis indicated that the ADMQ consists of five factors: complacency, cop-out, panic, vigilance and self-esteem. The criterion was analyzed with the correlation of ADMQ with Children's Depression Inventory (CDI), with State-Trait Anxiety Inventory for Children (STAIC), and with Coopersmith Self-Esteem Inventory (CSEI) were investigated. A significant negative correlation between maladaptive styles of ADMQ and CDI was found (r=.22 to .30). A positive correlation between maladaptive styles of ADMQ and CSEI were also determined (r=-.24 to .36). For adolescent student samples internal consistence coefficients have been found to range from .65 to .79; stability coefficients were reported to range from .80 to .86 across two week interval. Test Anxiety Inventory (TAI). The TAI (Spielberger, 1980) was adopted to Turkish culture by Öner (1989). The TAI consists of 20 items rating on a 4-point Likert scale. The underlying structure of TAI was examined using exploratory and confirmatory factor analysis techniques. The factor analysis indicated that the TAI consists of two factors: Worry and Emotionality. The reliability coefficient obtained by Kuder-Richardson Equation No.20 was from .89 to .73. Three week test-retest reliability was from .70 to .90. Data Analysis The data were analyzed by the t test and simultaneous multiple regression techniques. Results The results of this study indicated that the scores of 8th grade the girl students' total The Test Anxiety were significantly higher than that the scores of 8th grade the boy students' total test anxiety (t=3.82, p<.001). In addition to, the results indicated that the scores of 8th grade the girl students' The Emotionality Subscale of the Test Anxiety were significantly higher than that the scores of 8th grade the boy students' The Emotionality Subscale of the Test Anxiety (t=5.106, p<.001). In The Worry Subscale of the Test Anxiety there is no significant difference between the boys and the girls' scores. The Complacency Subscale decision making styles of the boy students' score mean ( =5.08; s=3.27), was significantly higher (t=3.494, p<.001) than that of the score means of girl students ( =4.06, s=2.73). In a similar manner The Cop-Out Subscale of boy students score mean ( =5.51, s=2.93) was significantly higher (t=3.382, p<.001) than that of the score mean of girl students ( =4.57, s=2.86). However, significant differences were not found in score mean of The Self-Esteem in decision making subscale of both boy and girl students ( E=11.31, s=2.77; ( K=11.41, s=2.88, t=.364, p>.05), The Vigilance Subscale ( E=12.53, s=3.58; K=13.13, s=3.29; t=1.807, p>.05) and The Panic Subscale( E=7.17, s=3.29; K=7.67, s=3.34; t=1.551, p>.05) To determine whether overall independent variables (The Vigilance, Panic, Complacency, Cop-Out and Self-Esteem subcales of The ADMQ) accounted for a significant amount of variance in The Test Anxiety Inventory's scores, the total scores of the The Vigilance, Panic, Complacency, Cop-Out and Self-Esteem subscales of The ADMQ were used as predictors in a simultaneous multiple regression. This multiple regression was significant (R=.52, R2=.27; F=28.344, p<.001). Given that the overall variables significantly predicted The Test Anxiety Inventory's scores. The Vigilance, Panic, Complacency, Cop-Out and Self-Esteem subscales of The ADMQ scores accounted for a significant proportion of the variance (%27) of the The Test Anxiety Inventory's scores. To determine whether overall independent variables (The Vigilance, Panic, Complacency, Cop-Out and Self-Esteem subcales of The ADMQ) accounted for a significant amount of variance in The Worry Subscale scores of The Test Anxiety Inventory, the total scores of the The Vigilance, Panic, Complacency, Cop-Out and Self-Esteem subscales of The ADMQ were used as predictors in a simultaneous multiple regression. This multiple regression was significant (Multiple R=.50, R2=.25; F=26.790, p<.001). Given that the overall variables significantly predicted The Worry Subscale scores. The Vigilance, Panic, Complacency, Cop-Out and Self-Esteem subscales of The ADMQ scores accounted for a significant proportion of the variance (%25) of the The Worry Subscale scores. To determine whether overall independent variables (The Vigilance, Panic, Complacency, Cop-Out and Self-Esteem subcales of The ADMQ) accounted for a significant amount of variance in The Emotionality Subscale scores of The Test Anxiety Inventory, the total scores of the The Vigilance, Panic, Complacency, Cop-Out and Self-Esteem subscales of The ADMQ were used as predictors in a simultaneous multiple regression. This multiple regression was significant (R=.47, R2=.23; F=22.921, p<.001). Given that the overall variables significantly predicted The Emotionality Subscale scores. The Vigilance, Panic, Complacency, Cop-Out and Self-Esteem subscales of The ADMQ scores accounted for a significant proportion of the variance (%23) of The Emotionality Subscale scores. Discussion When the total scores of the TAI and the scores of the Worry and Emotionality subscales of the 8th grade students who participated in the study were compared; both the complete TAI and the Emotionality subscale in relation to test anxiety levels of girl students were found to be significantly higher than that of boy students. In comparison, in The Worry Subscale of the Test Anxiety there is no significant difference between the boys and the girls scores. The findings of this study in regards to test anxiety according to gender, to a great extent supports previous studies(Brown, 2002; Cassady and Johnson, 2002; Di Maria and Di Nuovo, 1990; Rasor and Rason, 1998; Woodburg, 2002; Zeidner and Scheleyer, 1999). In this study, it was found that boy students when compared with girl students used the complacency and cop-out styles significantly more often. The findings may be interpreted that when confronted with a decision making problem, the boy students who participated in this study showed complaceny behaviour and were tendency to cop-out more often than girl students. In addition this study found that there was little difference between the girls and boys use of self-esteem, vigilance and panic coping styles in the decision making. These findings indicated that there was no significant difference in the use of styles that helped effective decision making and acceptable decision making self-esteem and vigilance styles and the panic style of unacceptable decision making styles between girls and boys. The findings of this study in terms of examination of gender differences in coping with decision making may be interpreted as follows; both the girl and the boy students when approaching a problem tended to have confidence in themselves, acted with vigilance when evaluating alternatives related to the problem, but during the decision making process showed panic behaviour. These findings supported former studies related to decision making styles according to gender (Brown & Mann 1999; Kuzgun, 1993; Radford, Mann, Ohta and Nakane 1993). The findings indicated that there were significant relationship between the total scores of The Vigilance, Panic, Complacency, Cop-Out and Self-Esteem subscales of The ADMQ and both The Emotionality and Worry Subscale scores of The Test Anxiety Inventory and The Test Anxiety Inventory's total scores. In addition, the findings indicated that the all subscales of The ADMQ were important predictors of both The Emotionality and Worry Subscale scores of The Test Anxiety Inventory and The Test Anxiety Inventory's total scores. This study only examined whether there were significant relationships between the decision making styles and the test anxiety and its' sub components. Therefore these findings were not appropriate to form cause–results inferences. n summary, the results of the study indicated that the decision making styles should be taken into consideration when helping the elementary school student's test anxiety. In the literature of the test anxiety and the decision making styles, this study is the first which examines the relationship between decision making and test anxiety. Consequently, the findings of the relationship between the variables could not be compared to similar previous studies. However, it is expected that the results of this study will be able to contribute future studies and both decision making and test anxiety literatures.

Kaynakça

  • Bacanlı, F. (2005). Kişisel kararsızlık ölçeği. PDR’de kullanılan ölçme araçları ve programlar dizisi: PDR’de kullanılan ölçekler-1(109-140). Y. Kuzgun & F. Bacanlı (Dizi Editörleri) Nobel Yayın Dağıtım: Ankara.
  • Baltaş, A., Zeyrek, E., & Uysal, D. (1986). Üniversite giriş sınavlarına hazırlanan öğrencilerin kaygı düzeyi. IV. Ulusal Psikoloji Kongresi’nde sunulan bildiri, Ankara.
  • Birenbaum, M., & Nasser, F. (1994). On the relationship between test anxiety and test performance. Measurement and Evaluation in Counseling& Development, 27, 293-302.
  • Brown, J. E.& Mann, L. (1991). Decision-making competence and self esteem: a comparison of parents and adolescent. Journal of Adolescence. 14, 363-371.
  • Brown, M., M. (2002). The effect of test anxiety on the achievement test scores of high school students as measured by the Preliminary Scholastic Test. (Unpublished dissertation thesis). South Carolina State University.
  • Benjamin M. N. (1991). A comparison of training programs intended for different types of test-anxious students: Further support for an information-processing. Journal of Educational Psychology, 83, 134-139.
  • Cassady, C. J., Johnson. E. R. (2002). Cognitive test anxiety and academic performance Contemporary Educational Psychology, 27, 270-295.
  • Cassady, C. J. (2004). The influence of cognitive test anxiety across the learning- testing cycle. Learning and Instruction, 14, 569-572.
  • Cooley, J. E. & Spielberger, C. D. (1980). Cogntive versus emotional coping responses as alternatives to test anxiety. Cognitive Therapy and Research, 4, 459- 466.
  • Culler, R.H.& Hollahan, J.R. (1980). Test anxiety and academic performance effects of study related behaviors. Journal of Educational Psychology, 72,16-20.
  • Çolakkadıoğlu, O. (2003). Ergenlerde karar verme ölçeğinin uyarlama çalışması. Yayınlanmamış yüksek lisans tezi. Adana: Çukurova Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Di Maria, F.& Di Nuovo, S. (1990). Gender differences in social and test anxiety, Personality and Individual Differences, 11, 525-530.
  • Doğan, O. (1998). Üniversite giriş sınavının bunaltı düzeyine etkisi. XXIV. Ulusal Psikiyatri ve Nörolojik Bilimler Kongresi’nde sunulan bildiri, Ankara.
  • Erkan, S. (1991). Sınav kaygısının öğrenci seçme sınavı başarısı ile ilişkisi. Yayınlanmamış doktora tezi. Ankara Üniversitesi Sosyal Bilimler Enstitüsü Eğitimde Psikolojik Hizmetler Anabilim Dalı.
  • Erkan, S. (2004). Okul Psikolojik Danışma ve rehberlik Programlarının Hazırlanması (2. Baskı). Nobel Yayın Dağıtım, Ankara.
  • Fiore, A. M. J. (2003). Gender differences in test anxiety. AAT 1415024.
  • Fitch, B. D. (2004). A test of the relationship between personality traits and test anxiety. 0-496-90990-8, DAI-A65/12
  • Friedmann, I. A.& Mann, L. (1993). Coping patterns in adolescent decision-making: An Israeli-Australian comparison. Journal of Adolescence. 16, 187-199.
  • Fuqua, D. R., Blum, C.R., & Hartman, B. W. (1988). Empirical support for the differential diagnosis of career indecision. Career Development Quarterly, 36, 364-373.
  • Fuqua, D. R., Newman, J. L. & Seaworth, T.B. (1988). The relationship of state and trait anxiety to different of state and trait anxiety to different components of career indecision. Journal of Counseling Psychology, 35, 154-158.
  • Gazella, B. M., Maste, W. G. & James, S. (1998). Students stress and their learning strategies, test anxiety, and attributions. College Student Journal, 32, 416-422.
  • Gündoğdu, M. (1994) The relationship between helpless explanatory style, test anxiety and academic achievement among sixth grade basic education students. Yayınlanmamış yüksek lisans tezi. ODTÜ, Ankara.
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İlköğretim 8. Sınıf Öğrencilerinin Sınav Kaygıları ve Karar Verme Stilleri Arasındaki İlişkilerin İncelenmesi

Yıl 2006, Cilt: 45 Sayı: 45, 7 - 35, 01.06.2006

Öz

Bu araştırmanın amacı ilköğretim 8. sınıf öğrencilerinin sınav kaygıları ve karar verme stillerini cinsiyete göre incelemektir. Bunun yanı sıra, bu öğrencilerin karar vermeyle başa çıkmada kullandıkları karar verme stillerinin sınav kaygılarını yordayıp yordamadığını incelemektir. Çalışma grubu, Ankara İli Çankaya, Keçiören ve Sincan ilçelerindeki Milli Eğitim Bakanlığı'na bağlı 5 resmi ve 2 özel ilköğretim okulunda öğrenim gören 425 (230 kız 195 erkek) öğrenciden oluşmaktadır. Öğrencilerin yaş ranjı 13-15 arasında değişmektedir. Araştırmada veriler Ergen Karar Verme Ölçeği: EKVÖ (Çolakkadıoğlu, 2003), Sınav Kaygısı Ölçeği: SKÖ (Öner, 1989) ve Kişisel Bilgi Formu kullanılarak toplanmıştır. Araştırmanın sonuçları 8. sınıftaki kız öğrencilerin sınav kaygılarının erkeklerinkinden anlamlı olarak daha yüksek olduğunu göstermiştir. Karar verme ile başa çıkmada kullanılan uyumsuz stiller açısından kızlar ve erkeklerin anlamlı olarak farklılaştıkları, ancak uyumlu stiller açısından farklılaşmadıkları bulunmuştur. Ayrıca, bu araştırmanın sonuçları ilköğretim 8. sınıf öğrencilerinin karar verme ile başa çıkmada kullandıkları stillerin sınav kaygıları ile sınav kaygısının Kuruntu ve Duyuşsallık öğelerinin önemli yordayıcıları olduğunu göstermiştir. Bulgular ilgili literatüre dayanılarak tartışılmış, gelecek araştırmalara yönelik öneriler sunulmuştur.

Kaynakça

  • Bacanlı, F. (2005). Kişisel kararsızlık ölçeği. PDR’de kullanılan ölçme araçları ve programlar dizisi: PDR’de kullanılan ölçekler-1(109-140). Y. Kuzgun & F. Bacanlı (Dizi Editörleri) Nobel Yayın Dağıtım: Ankara.
  • Baltaş, A., Zeyrek, E., & Uysal, D. (1986). Üniversite giriş sınavlarına hazırlanan öğrencilerin kaygı düzeyi. IV. Ulusal Psikoloji Kongresi’nde sunulan bildiri, Ankara.
  • Birenbaum, M., & Nasser, F. (1994). On the relationship between test anxiety and test performance. Measurement and Evaluation in Counseling& Development, 27, 293-302.
  • Brown, J. E.& Mann, L. (1991). Decision-making competence and self esteem: a comparison of parents and adolescent. Journal of Adolescence. 14, 363-371.
  • Brown, M., M. (2002). The effect of test anxiety on the achievement test scores of high school students as measured by the Preliminary Scholastic Test. (Unpublished dissertation thesis). South Carolina State University.
  • Benjamin M. N. (1991). A comparison of training programs intended for different types of test-anxious students: Further support for an information-processing. Journal of Educational Psychology, 83, 134-139.
  • Cassady, C. J., Johnson. E. R. (2002). Cognitive test anxiety and academic performance Contemporary Educational Psychology, 27, 270-295.
  • Cassady, C. J. (2004). The influence of cognitive test anxiety across the learning- testing cycle. Learning and Instruction, 14, 569-572.
  • Cooley, J. E. & Spielberger, C. D. (1980). Cogntive versus emotional coping responses as alternatives to test anxiety. Cognitive Therapy and Research, 4, 459- 466.
  • Culler, R.H.& Hollahan, J.R. (1980). Test anxiety and academic performance effects of study related behaviors. Journal of Educational Psychology, 72,16-20.
  • Çolakkadıoğlu, O. (2003). Ergenlerde karar verme ölçeğinin uyarlama çalışması. Yayınlanmamış yüksek lisans tezi. Adana: Çukurova Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Di Maria, F.& Di Nuovo, S. (1990). Gender differences in social and test anxiety, Personality and Individual Differences, 11, 525-530.
  • Doğan, O. (1998). Üniversite giriş sınavının bunaltı düzeyine etkisi. XXIV. Ulusal Psikiyatri ve Nörolojik Bilimler Kongresi’nde sunulan bildiri, Ankara.
  • Erkan, S. (1991). Sınav kaygısının öğrenci seçme sınavı başarısı ile ilişkisi. Yayınlanmamış doktora tezi. Ankara Üniversitesi Sosyal Bilimler Enstitüsü Eğitimde Psikolojik Hizmetler Anabilim Dalı.
  • Erkan, S. (2004). Okul Psikolojik Danışma ve rehberlik Programlarının Hazırlanması (2. Baskı). Nobel Yayın Dağıtım, Ankara.
  • Fiore, A. M. J. (2003). Gender differences in test anxiety. AAT 1415024.
  • Fitch, B. D. (2004). A test of the relationship between personality traits and test anxiety. 0-496-90990-8, DAI-A65/12
  • Friedmann, I. A.& Mann, L. (1993). Coping patterns in adolescent decision-making: An Israeli-Australian comparison. Journal of Adolescence. 16, 187-199.
  • Fuqua, D. R., Blum, C.R., & Hartman, B. W. (1988). Empirical support for the differential diagnosis of career indecision. Career Development Quarterly, 36, 364-373.
  • Fuqua, D. R., Newman, J. L. & Seaworth, T.B. (1988). The relationship of state and trait anxiety to different of state and trait anxiety to different components of career indecision. Journal of Counseling Psychology, 35, 154-158.
  • Gazella, B. M., Maste, W. G. & James, S. (1998). Students stress and their learning strategies, test anxiety, and attributions. College Student Journal, 32, 416-422.
  • Gündoğdu, M. (1994) The relationship between helpless explanatory style, test anxiety and academic achievement among sixth grade basic education students. Yayınlanmamış yüksek lisans tezi. ODTÜ, Ankara.
  • Hong, E. (1999). Test anxiety, percieved test difficulty and test performance patterns of their effects. Learning&Individual Differences, 11, 431-447.
  • Horn, L.J.& Dollinger, J.S. (1989). Effects of test anxiety, tests, and sleep on children’s performance. Journal of School Psychology, 27, 373-382.
  • Janis, I. L.& Mann, L. (1977). Decision making: a psychological analysis of conflict, Choice and Commitment. New York: Free Press.
  • Jones, L. K. (1989). Measuring a three-dimensional construct of career indecision among college students: A revision of the Vocational Decision Scale - The Career Decision Profile. Journal of counseling Psychology, 36, 477-486.
  • Kirkland, K. & Hollansworth, J. G. Jr., (1980). Effective test taking: Skill- acquisition versus anxiety-reduction techniques. Journal of Consulting and Clinical Pyschology, 48, 431-439.
  • Koçkar, A. İ., Kılıç, B. G., & Şener, Ş. (2002). İlköğretim öğrencilerinde sınav kaygısı ve akademik başarı. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 2, 100- 105.
  • Korkut, F. (2004) Okul temelli önleyici rehberlik ve psikolojik danışma. Anı Yayıncılık, Ankara
  • Kuzgun, Y. (1993). Karar Stratejileri Ölçeği: Geliştirilmesi ve standardizasyonu. VII. Ulusal Psikoloji Kongresi Bilimsel Çalışmaları. R. Bayraktar & İ. Dağ (Ed.). Türk Psikologlar Derneği Yayını 161-170.
  • Loo, R. (2000). A psychometric evaluation of the General Decision Making Style Inventory. Personality and Individual Differences. 29, 895-905.
  • Mann, L., Beswick, G., Allouache, P.& Ivey, M. (1989). Decision workshops for the improvement of decision-making skills and confidence. Journal of Counseling and Development. 67,478-481.
  • Mann, L., Harmoni, R. & Power, C. (1989). Adolescent decision-making: development of competence. Journal of Adolescence, 12, 265-278.
  • Mann, L., Harmoni, R., Power, C., Beswick, G.& Ormond, C. (1988). Effectivenes of the GOFER Course in decision making for high school students. Journal of Behavioral Decision Making. 1, 159-168.
  • Mincemoyer, C. C, Perkins, D. F. (2003). Assessing decision-making skills of youth. Family and Consumer Sciences. 8 (1), 1-9.
  • Mitchell, L. K. & Krumboltz, Y. D. (1984). Research on human decision making Implications for career decision making and counseling. Handbook of Counseling Psychology. (Ed: R. W. Lent, S.D. Brown). A Wiley-Interscience Publication. USA.
  • Onwuegbuzie, A.L., Daley, C.E. (1996) The relative contributions examining coping strategies and study coping strategies to test anxiety. Cogni and Research, 20(3), 287-303.
  • Osipow, S., H., & Reed, R. (1985). Decision making style and Career decision in college students. Journal of Vocational Behavior, 27(3), 368-373.
  • Öner, N. (1989). Sınav kaygısı envanteri el kitabı. İstanbul .Yükseköğretimde rehberliği yayma vakfı Yayını No:1.
  • Radford, M. H. B., Mann, L., Ohta, Y.& Nakane, N. (1991). Differences between Australian and Japanese Students in reported use of decision processes. International Journal of Psychology. 26 (1), 35-52.
  • Rasor, l. T.; Rasor, R. A. (1998). Test anxiety and study behavior of community college students in relation to ethnicity, gender and age. (ED 415942)
  • Sarason I.G (1980). Introduction to the study of test anxiety. Test Anxiety: Theory, research, and applications. I.G. Sarason (Ed.). (Vol.1) Hillsdale, New Jersey: Lawrence Erlbaum Associates Inc., Publishers.
  • Schultz, A.P., Davis, A. H. and Paula, J. S. (2002). Organization of concept emotions and their regulation during test taking. The Journal of, Education, 4,316-342.
  • Schvaneveldt, J. D. & Adams, G. R. (1983). Adolescent and the decision-making process. Theory Into Practice. 22 (2), 98-104.
  • Scott, S. G., & Bruce, R. A. (1995). Decision-making style: The development and assessment of a new measure. Educational and Psychological Measurement. 55(5), 818-831.
  • Sieber, J.E. (1980). Defining test anxiety: Problems and approaches. In. I.G. Sarason (Ed.). Test anxiety: Theory, research, and applications.(Vol.2) Hillsdale, New Jersey: Lawrence Erlbaum Associates Inc., Publishers.
  • Spielberger. C. D. (1966). Theory and research on anxiety. In C.D. Spielberger (Ed.). Anxiety and behavior. New York: Academic Press.
  • Spielberger. C. & Vagg, R. (1995). Test Anxiety: Theory ,Assessment and Treatment. Taylor and Francis.
  • Sud, A., & Parabha, 1. (1995). Test anxiety and academic performance: cognitive/relaxation therapies. Pyschological Studies, 40, 179-186.
  • Sullivan, L. (2002). The effect of test anxiety on attention and memory skills in undergraduate students. Chrestomatly: Annual Review of Undergraduate research at the College of Cherleston, 1, 263-273.
  • Zeidner, ML. Schleyer, E. J. (1999). Test anxiety in intellectually gifted students'. Anxiety, Stress and Coping, 12. 163-190
  • Wine, J.D. (1980). Cognitive Attentional Theory of Test Anxiety. In. I.G. Sarason (Ed.). Test anxiety: Theory, research, and applications. Hilldale, New Jersey: Lawrence Erlbaum Associates Inc., Publishers.
Toplam 52 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Yrd. Doç. Dr Feride Bacanlı Bu kişi benim

Arş. Gör. Mustafa Sürücü Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2006
Yayımlandığı Sayı Yıl 2006 Cilt: 45 Sayı: 45

Kaynak Göster

APA Bacanlı, Y. D. D. F., & Sürücü, A. G. M. (2006). İlköğretim 8. Sınıf Öğrencilerinin Sınav Kaygıları ve Karar Verme Stilleri Arasındaki İlişkilerin İncelenmesi. Kuram Ve Uygulamada Eğitim Yönetimi, 45(45), 7-35.
AMA Bacanlı YDDF, Sürücü AGM. İlköğretim 8. Sınıf Öğrencilerinin Sınav Kaygıları ve Karar Verme Stilleri Arasındaki İlişkilerin İncelenmesi. Kuram ve Uygulamada Eğitim Yönetimi. Haziran 2006;45(45):7-35.
Chicago Bacanlı, Yrd. Doç. Dr Feride, ve Arş. Gör. Mustafa Sürücü. “İlköğretim 8. Sınıf Öğrencilerinin Sınav Kaygıları Ve Karar Verme Stilleri Arasındaki İlişkilerin İncelenmesi”. Kuram Ve Uygulamada Eğitim Yönetimi 45, sy. 45 (Haziran 2006): 7-35.
EndNote Bacanlı YDDF, Sürücü AGM (01 Haziran 2006) İlköğretim 8. Sınıf Öğrencilerinin Sınav Kaygıları ve Karar Verme Stilleri Arasındaki İlişkilerin İncelenmesi. Kuram ve Uygulamada Eğitim Yönetimi 45 45 7–35.
IEEE Y. D. D. F. Bacanlı ve A. G. M. Sürücü, “İlköğretim 8. Sınıf Öğrencilerinin Sınav Kaygıları ve Karar Verme Stilleri Arasındaki İlişkilerin İncelenmesi”, Kuram ve Uygulamada Eğitim Yönetimi, c. 45, sy. 45, ss. 7–35, 2006.
ISNAD Bacanlı, Yrd. Doç. Dr Feride - Sürücü, Arş. Gör. Mustafa. “İlköğretim 8. Sınıf Öğrencilerinin Sınav Kaygıları Ve Karar Verme Stilleri Arasındaki İlişkilerin İncelenmesi”. Kuram ve Uygulamada Eğitim Yönetimi 45/45 (Haziran 2006), 7-35.
JAMA Bacanlı YDDF, Sürücü AGM. İlköğretim 8. Sınıf Öğrencilerinin Sınav Kaygıları ve Karar Verme Stilleri Arasındaki İlişkilerin İncelenmesi. Kuram ve Uygulamada Eğitim Yönetimi. 2006;45:7–35.
MLA Bacanlı, Yrd. Doç. Dr Feride ve Arş. Gör. Mustafa Sürücü. “İlköğretim 8. Sınıf Öğrencilerinin Sınav Kaygıları Ve Karar Verme Stilleri Arasındaki İlişkilerin İncelenmesi”. Kuram Ve Uygulamada Eğitim Yönetimi, c. 45, sy. 45, 2006, ss. 7-35.
Vancouver Bacanlı YDDF, Sürücü AGM. İlköğretim 8. Sınıf Öğrencilerinin Sınav Kaygıları ve Karar Verme Stilleri Arasındaki İlişkilerin İncelenmesi. Kuram ve Uygulamada Eğitim Yönetimi. 2006;45(45):7-35.