Sosyal Karşılaştırmaya Göre Lise Öğrencilerinin Sınav Kaygısı Düzeylerinin Çeşitli Değişkenler Açısından İncelenmesi

Yıl 2025, Cilt: 18 Sayı: 2, 79 - 90, 29.12.2025

Mustafa Koç , Ahmet Sapancı , Tuğba Tosun , Şehide Kelek , Gülşah Koç

Öz

Sınav kaygısı, eğitimin her kademesinde önemli bir sorun olarak karşımıza çıkmaktadır. İnsanların kendilerini başkalarıyla kıyaslama eğilimi olan sosyal karşılaştırma, özellikle ergenlik döneminin önemli bir parçası olan lise yıllarında sıklıkla karşılaşılan bir durumdur. Sınav kaygısı gibi lise öğrencilerinin yaşadığı önemli stresörler sosyal karşılaştırma üzerinden değerlendirilmektedir. Lise öğrencilerinin sınav kaygısı düzeylerini sosyal karşılaştırma stilleri ile ilişkili olarak çeşitli faktörlere göre incelemeyi amaçlayan bu çalışmada yordayıcı korelasyonel bir yöntem kullanılmıştır. Kolayda örnekleme yöntemi kullanılarak toplam 284 lise öğrencisinden veri toplanmıştır. Katılımcıların %63'ü kız, %37'si erkektir. Sonuçlar, kız öğrencilerin erkek öğrencilere göre daha yüksek duygusallık ve endişe sınav kaygısı puanlarına sahip olduğunu göstermiştir. Ancak, benlik saygısı puanlarında cinsiyete bağlı bir fark bulunmamıştır. Ayrıca, sosyal karşılaştırma düzeyi düşük olan grupta sınav kaygısının duygusallık boyutunun sosyal karşılaştırma düzeyi yüksek olan gruba kıyasla daha yüksek olduğu bulunmuştur. Ebeveyn tutumları açısından, demokratik ebeveyn tutumuna sahip öğrencilerin otoriter ve koruyucu ebeveyn tutumuna sahip öğrencilere göre daha düşük sınav kaygısına sahip oldukları bulunmuştur. Araştırmanın bir diğer sonucu da sosyal karşılaştırmanın sınav kaygısındaki varyansın yaklaşık %7'sini açıkladığıdır. Elde edilen bulgular mevcut literatür bağlamında yorumlanmış ve öneriler sunulmuştur.

Anahtar Kelimeler

Sosyal Karşılaştırma , Sınav Kaygısı , Lise Öğrencileri. , Duygusallık , Endişe

According to Social Comparison Examining of High School Students’ Test Anxiety Levels in Terms of Various Variables

Öz

Test anxiety emerges as an important problem at every level of education. Social comparison, which is the tendency of people to compare themselves with others, is a frequently encountered situation especially in high school years, which is an important part of adolescence. Important stressors experienced by high school students, such as test anxiety, are evaluated through social comparison. A predictive correlational method was employed in this study, which aimed to investigate the test anxiety levels of high school students based on various factors in relation to their social comparison style. Using the convenience sampling method, data were gathered from a total of 284 high school students attending both private and public schools. 63% of the participants were female and 37% were male. The results showed that female students had higher emotionality and worry scores of test anxiety than male students. However, no gender-related difference was found in self-esteem scores. Additionally, it was found that the emotionality dimension of test anxiety scores was higher in the group with low social comparison levels compared to the group with high social comparison levels. In terms of parental attitudes, students with democratic parental attitudes were found to have lower test anxiety than students with authoritarian and protective parental attitudes. Another result of the study is that social comparison explains about 7% of the variance in test anxiety. The findings are interpreted in the context of the existing literature and suggestions are presented.

Anahtar Kelimeler

Social Comparison , Test Anxiety , High School Students. , Emotionality , Worry

Kaynakça

• Akbağ, M. (1994). Liseli ergenlerin anne-baba tutumlarını algılamaları ile uyum düzeyleri arasındaki ilişkinin incelenmesi (Yayımlanmamış Yüksek Lisans Tezi). Marmara Üniversitesi Sosyal Bilimler Entitüsü, İstanbul.
• Akinsola, E. F. and Nwajei, A. D. (2013). Test anxiety, depression, and academic performance: assessment and management using relaxation and cognitive restructuring techniques. *Psychology, 4*(06), 18-24. https://doi.org/10.4236/psych.2013.46A1003
• Alam, M. M. (2013). A study of test anxiety, self-esteem, and academic performance among adolescents. IUP Journal of Organizational Behavior, 12(4), 33-43. https://ssrn.com/abstract=2458799
• Aydın, Y. and Aydın, G. (2020). Kabul ve kararlılık terapisi temelli sınav kaygısı psikoeğitim grubu: lise son sınıf öğrencileriyle bir vaka çalışması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 50, 180-200. https://doi.org/10.9779/pauefd.584565
• Bacanlı, F. and Sürücü, M. (2006). İlköğretim 8. Sınıf öğrencilerinin sınav kaygıları ve karar verme stilleri arasındaki ilişkilerin incelenmesi. Kuram ve Uygulamada Eğitim Yönetimi, 45, 7-35.
• Ballash, N., Leyfer, O., Buckley, A. F. and Woodruff-Borden, J. (2006). Parental control ın the etiology of anxiety. Clinical Child and Family Psychology Review, 9(2), 113-133. https://doi.org/10.1007/s10567-006-0007-z
• Başoğlu, S. T. (2007). Sınav kaygısı ile özgüven arasındaki ilişkinin erinlik döneminde incelenmesi (Yayımlanmamış Yüksek Lisans Tezi). Maltepe Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
• Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology, 4(1, Pt.2), 1-103. https://doi.org/10.1037/h0030372
• Baumrind, D. (1989). “Rearing Competent Children”, Child Development Today And Tomorrow, (Ed: W. Damon), Jossey-Bass/Wiley.
• Bayani, A. A. (2016). The effect of self-esteem, self-efficacy, and family social support on test anxiety in elementary students: a path model. International Journal of School Health, 3(4), 1-5. https://doi.org/10.17795/intjsh-34677
• Besharat, M. A. (2003). Parental perfectionism and children’s test anxiety. Psychological Reports, 93(3_suppl), 1049-1055. https://doi.org/10.2466/pr0.2003.93.3f.1049
• Biçkur, B. (2015). Üniversite sınavına girecek öğrencilerin sınav kaygısı, benlik saygısı ve anne-baba tutumu arasındaki ilişkinin incelenmesi (Yayımlanmamış Yüksek Lisans Tezi). Üsküdar Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
• Blackhart, G. C., Nelson, B. C., Knowles, M. L. and Baumeister, R. F. (2010). Rejection elicits emotional reactions but neither causes immediate distress nor lowers self-esteem: a meta-analytic review of 192 studies on social exclusion: erratum. Personality and Social Psychology Review, 14(2), 259. https://doi.org/10.1177/1088868310368523
• Buri, J. (1991). Parental authority questionnaire. Journal of Personality Assessment, 57 (1), 110-119. https://doi.org/10.1207/s15327752jpa5701_13
• Buunk, A. P. and Gibbons, F. X. (2007). Social comparison: the end of a theory and the emergence of a field. Organizational Behavior and Human Decision Processes, 102(1), 3-21. https://doi.org/10.1016/j.obhdp.2006.09.007
• Caprara, G. V., Alessandri, G., Barbaranelli, C. and Vecchione, M. (2013). The longitudinal relations between self-esteem and affective self-regulatory efficacy. Journal of Research in Personality, 47(6), 859-870. https://doi.org/10.1016/j.jrp.2013.08.011
• Carmona, C., Buunk, A. P., Dijkstra, A. and Peiro, J. M. (2008). The relationship between goal orientation, social comparison responses, self-efficacy, and performance. European Psychologist, 13(3), 188-196. https://doi.org/10.1027/1016-9040.13.3.188
• Carranza, F. D., You, S., Chhuon, V. and Hudley, C. (2009). Mexican american adolescents' academic achievement and aspirations: the role of perceived parental educational involvement, acculturation, and self-esteem. Adolescence, 44(174), 313-333.
• Cassady, J. C. and Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27(2), 270-295. https://doi.org/10.1006/ceps.2001.1094
• Chapell, M. S. and Overton, W. F. (1998). Development of logical reasoning in the context of parental style and test anxiety. Merrill-Palmer Quarterly, 44(2), 141-156.
• Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A. and McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97(2), 268-274. https://doi.org/10.1037/0022-0663.97.2.268
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
• Collins, R. L. (2000). “Among The Better Ones”, Handbook Of Social Comparison, (Eds: J. Suls and L. Wheeler), Springer. https://doi.org/10.1007/978-1-4615-4237-7_8
• Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
• Croyle, K. L., Weimer, A. A. and Eisenman, R. (2012). Context of assessment changes relationships between test anxiety and related variables. International Journal of Adolescence and Youth, 17(1), 11-20. https://doi.org/10.1080/02673843.2011.649565
• Çivitçi, A. (2000). Lise öğrencilerinin kendini kabul düzeyleri ile çocukluk dönemlerine ilişkin algıladıkları anne-baba davranışları arasındaki ilişki. Burdur Eğitim Fakültesi Dergisi, 1, 74-87.
• Çuhadaroğlu, F. (1985). Gençlerde benlik saygısı ile ilgili bir araştırma. XXI. Ulusal Psikiyatri ve Nörolojik Bilimler Kongresi Bilimsel Çalışmaları’nda sunulan bildiri, Çukurova Üniversitesi Tıp Fakültesi, Adana.
• Dan, O., Ilan, O. B. and Kurman, J. (2014). Attachment, self-esteem and test anxiety ın adolescence and early adulthood. Educational Psychology, 34(6), 659-673. https://doi.org/10.1080/01443410.2013.814191
• Darling, N. and Steinberg, L. (1993). Parenting style as context: an integrative model. Psychological Bulletin, 11(3), 487-496. https://doi.org/10.1037/0033-2909.113.3.487
• Duman, G. K. (2008). İlköğretim 8. Sınıf öğrencilerinin durumluk sürekli kaygı düzeyleri ile sınav kaygısı düzeyleri ve ana-baba tutumları arasındaki ilişkinin incelenmesi (Yayımlanmamış Yüksek Lisans Tezi). Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir.
• Dusek, J. B. and Danko, M. (1994). Adolescent coping styles and perceptions of parental child-rearing. Journal of Adolescent Research, 9(4), 412-426. https://doi.org/10.1177/074355489494003
• Erözkan, A. (2012). Examination of Relationship between Anxiety Sensitivity and Parenting Styles In Adolescents. Educational Sciences: Theory & Practice, 12(1), 52-57.
• Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7(2), 117-140. https://doi.org/10.1177/001872675400700202
• Gibbons, F. X. and Buunk, B. P. (1999). Individual differences in social comparison: development of a scale of social comparison orientation. Journal of Personality and Social Psychology, 76(1), 129-142. https://doi.org/10.1037/0022-3514.76.1.129
• Gibson, H. A. (2014). Conceptual view of test anxiety. Nursing Forum, 49(4), 267-277. https://doi.org/10.1111/nuf.12069
• Gilbert, D. T., Giesler, R. B. and Morris, K. A. (1995). When comparisons arise. Journal of Personality and Social Psychology, 69(2), 227-236. https://doi.org/10.1037/0022-3514.69.2.227
• Goetz, T., Preckel, F., Zeidner, M. and Schleyer, E. (2008). Big fish in big ponds: a multilevel analysis of test anxiety and achievement in special gifted classes. Anxiety, Stress & Coping, 21(2), 185-198. https://doi.org/10.1080/1061580070162882
• Gottfried, A. E. (2008). Academic motivation and the culture of schooling. Oxford University Press.
• Gökçedağ, S. (2001). Lise öğrencilerinin okul başarısı ve kaygı düzeyi üzerinde anne-baba tutumlarının etkilerinin belirlenip karşılaştırılması. (Yayımlanmamış Yüksek Lisans Tezi). Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü, İzmir.
• Güler, D. and Çakır, G. (2013). Lise son sınıf öğrencilerinin sınav kaygısını yordayan değişkenlerin incelenmesi. Türk Psikolojik Danışma ve Rehberlik Dergisi, 4(39), 82-94. https://doi.org/10.17066/pdrd.74455
• Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58(1), 47-77. https://doi.org/10.3102/00346543058001047
• Hudson, J. L. and Rapee, R. M. (2004). “From anxious temperament to disorder”, Generalized Anxiety Disorder: Advances İn Research And Practice, (Eds: R. G. Heimberg, C. L. Turk and D. S. Mennin), The Guilford Press.
• Karakartal, D. (2023). Sınav Kaygısında Ebeveyn Tutumlarının Rolü Üzerine Bir Derleme. Uluslararası Anadolu Sosyal Bilimler Dergisi, 7(2), 421-431.
• Kayapınar, E. (2006). Ortaöğretim kurumları öğrenci seçme ve yerleştirme sınavı (oks)’na hazırlanan ilköğretim 8. Sınıf öğrencilerinin kaygı düzeylerinin incelenmesi (Afyonkarahisar ili örneği). (Yayımlanmamış Yüksek Lisans Tezi). Afyon Kocatepe Üniversitesi Sosyal Bilimler Enstitüsü, Afyon.
• King, N., Ollendick, T. and Prins, P. (1991). Test-anxious children and adolescents: psychopathology, cognition, and psychophysiological reactivity. Behaviour Change, 17(3), 134–142. https://doi.org/10.1017/S0813483900009254
• Kumandaş, H. and Kutlu, Ö. (2010). High stakes testing: does secondary education examination involve any risks? Procedia-Social and Behavioral Sciences, 9, 758–764. https://doi.org/10.1016/j.sbspro.2010.12.233
• Letcher, P., Sanson, A., Smart, D. and Toumbourou, J. W. (2012). Precursors and correlates of anxiety trajectories from late childhood to late adolescence. Journal of Clinical Child & Adolescent Psychology, 41(4), 417–432. https://doi.org/10.1080/15374416.2012.680189
• Liu, A., Guo, M., Liao, R. and Wang, X. (2024). The relationships between self-esteem, self-efficacy, and test anxiety: a cross-lagged study. Stress and Health, 40(3), e3346. https://doi.org/10.1002/smi.3346
• Luis, T. M., Varela, R. E. and Moore, K. W. (2008). Parenting practices and childhood anxiety reporting in mexican, mexican american, and european american families. Journal of Anxiety Disorders, 22(6), 1011–1020. https://doi.org/10.1016/j.janxdis.2007.11.001
• Malakar, P. (2018). Impact of parenting styles on anxiety sensitivity and test anxiety among eighth grade school students. International Journal of Health Sciences Research, 8(9), 199–206.
• Malhotra, T. (2015). Exam anxiety among senior secondary school students. Scholarly Research Journal for Interdisciplinary Studies, 3(17), 3089–3098.
• Marsh, H. W. (1984). Self-concept: the application of a frame of reference model to explain paradoxical results. Australian Journal of Education, 28, 165–181. https://doi.org/10.1177/000494418402800207
• Marsh, H. W., Chessor, D., Craven, R. and Roche, L. (1995). The effects of gifted and talented programs on academic self-concept: the big fish strikes again. American Educational Research Journal, 32(2), 285–319. https://doi.org/10.3102/00028312032002285
• McLeod, B. D., Wood, J. J. and Weisz, J. R. (2007). Examining the association between parenting and childhood anxiety: a meta-analysis. Clinical Psychology Review, 27(2), 155–172. https://doi.org/10.1016/j.cpr.2006.09.002
• Mellon, R. C. and Moutavelis, A. G. (2011). Parental educational practices in relation to children's anxiety disorder-related behavior. Journal of Anxiety Disorders, 25(6), 829–834. https://doi.org/10.1016/j.janxdis.2011.04.003
• Möller, J., Pohlmann, B., Köller, O. and Marsh, H. W. (2009). A meta-analytic path analysis of the internal/external frame of reference model of academic achievement and academic self-concept. Review of Educational Research, 79(3), 1129–1167. https://doi.org/10.3102/0034654309337522
• Murray, L., Creswell, C. and Cooper, P. J. (2009). The development of anxiety disorders in childhood: an integrative review. Psychological Medicine, 39(9), 1413–1423. https://doi.org/10.1017/S0033291709005157
• Nwosu, K. C., Nwanguma, V. C. and Onyebuchi, G. C. (2016). Parenting styles, test anxiety, and self-efficacy of secondary school students in nigeria: lessons from nigerian sociocultural context. Education Research Journal, 6(2), 32–41.
• Orth, U., Robins, R. W. and Widaman, K. F. (2012). Life-span development of self-esteem and its effects on important life outcomes. Journal of Personality and Social Psychology, 102(6), 1271–1288. https://doi.org/10.1037/a0025558
• Öner, N. (1990). “Sınav Kaygısı Envanteri El Kitabı”, Yüksek Öğretimde Rehberliği Tanıtma ve Rehber Yetiştirme (YÖRET) Vakfı Yayını.
• Pajares, F. and Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem-solving. Contemporary Educational Psychology, 20(4), 426–443. https://doi.org/10.1006/ceps.1995.1029
• Parker, G. (1990). The parental bonding ınstrument: a decade of research. Social Psychiatry and Psychiatric Epidemiology, 25(6), 281–282. https://doi.org/10.1007/BF00782881
• Peleg, O. (2009). Test anxiety, academic achievement, and self-esteem among arab adolescents with and without learning disabilities. Learning Disability Quarterly, 32(1), 11–20. https://doi.org/10.2307/27740359
• Peleg, O. (2010). Social anxiety among arab adolescents with and without learning disabilities in various educational frameworks. British Journal of Guidance & Counseling, 39(2), 161–177. https://doi.org/10.1080/03069885.2010.547054
• Peleg-Popko, O. (2004). Differentiation and test anxiety in adolescents. Journal of Adolescence, 27(6), 645–662. https://doi.org/10.1016/j.adolescence.2004.06.002
• Peleg-Popko, O. and Klingman, A. (2002). Family environment, discrepancies between perceived actual and desirable environment, and children's test and trait anxiety. British Journal of Guidance & Counseling, 30(4), 451–466. https://doi.org/10.1080/0306988021000025646
• Putwain, D. W. (2007). Test anxiety in UK schoolchildren: prevalence and demographic patterns. British Journal of Educational Psychology, 77(3), 579–593. https://doi.org/10.1348/000709906X161704
• Putwain, D. W., Woods, K. A. and Symes, W. (2010). Personal and situational predictors of test anxiety of students in post-compulsory education. British Journal of Educational Psychology, 80(1), 137–160. https://doi.org/10.1348/000709909X466082
• Reitman, D., Rhode, P., Hupp, S. and Altobello, C. (2002). Development and validation of the Parental Authority Questionnaire-Revised. Journal of Psychopathology and Behavioral Assessment, 24(2), 119–127. https://doi.org/10.1023/A:1015344909518
• Richardson, M., Abraham, C. and Bond, R. (2012). Psychological correlates of university students' academic performance: a systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387. https://doi.org/10.1037/a0026838
• Sarason, I. G. (1980). “Introduction To The Study Of Test Anxiety”, Test Anxiety: Theory, Research, And Applications (Ed: I. G. Sarason), Erlbaum.
• Sarı, S. A., Bilek, G. and Çelik, E. (2018). Test anxiety and self-esteem in senior high school students: a cross-sectional study. Nordic Journal of Psychiatry, 72(2), 84–88. https://doi.org/10.1080/08039488.2017.1389986
• Shadach, E. and Ganor-Miller, O. (2013). The role of perceived parental over-involvement in student test anxiety. European Journal of Psychology of Education, 28(2), 585–596. https://doi.org/10.1007/s10212-012-0126-2
• Spielberger, C. D. (1966). “Anxiety and behavior”, Academic Press.
• Sta Ana, J. V. S., Herrera, P. L. D., Virata, A. J. A. and Adanza, J. R. (2023). Assessing students’ attributes expressed through a school life formula. SDCA Asia-Pacific Multidisciplinary Research Journal, 5(1), 1–7.
• Strage, A. A. (1998). Family context variables and the development of self-regulation in college students. Adolescence, 33(129), 17–31. https://doi.org/10.1080/00049539508259010
• Stright, A. D., Gallagher, K. C. and Kelley, K. (2008). Infant temperament moderates relations between maternal parenting in early childhood and children's adjustment ın first grade. Child Development, 79(1), 186–200. https://doi.org/10.1111/j.1467-8624.2007.01119.x
• Sung, Y. T., Chao, T. Y. and Tseng, F. L. (2016). Reexamining the relationship between test anxiety and learning achievement: an individual-differences perspective. Contemporary Educational Psychology, 46, 241–252. https://doi.org/10.1016/j.cedpsych.2016.07.002
• Suveg, C., Sood, E., Hudson, J. L. and Kendall, P. C. (2008). “ı'd rather not talk about ıt”: emotion parenting ın families of children with an anxiety disorder. Journal of Family Psychology, 22(6), 875–884. https://doi.org/10.1037/a0012861
• Şahin, H., Günay, T. and Batı, H. (2006). İzmir ili bornova ilçesi lise son sınıf öğrencilerinde üniversiteye giriş sınavı kaygısı. Sted Dergisi, 15(6), 107-112.
• Tehrani, L. A., Majd, M. A. and Ghamari, M. (2014). Comparison of self-efficacy, test anxiety, and competitiveness between students of top private schools and public schools. Mediterranean Journal of Social Sciences, 5(23), 2749–2754. https://doi.org/10.5901/mjss.2014.v5n23p2749 Thergaonkar, N. R. (2007). Relationship between Test Anxiety and Parenting Style. J. Indian Assoc. Child Adolesc. Ment. Health, 2(4), 10-12.
• Torrano, R., Ortigosa, J. M., Riquelme, A., Méndez, F. J. and López-Pina, J. A. (2020). Test anxiety ın adolescent students: different responses according to the components of anxiety as a function of sociodemographic and academic variables. Frontiers in Psychology, 11, 612270. https://doi.org/10.3389/fpsyg.2020.612270
• Uyanık Balat, G. and Akman, B. (2004). Farklı sosyo-ekonomik düzeydeki lise öğrencilerinin benlik saygısı düzeylerinin incelenmesi. Fırat Üniversitesi Sosyal Bilimler Dergisi, 14(2), 175–183.
• Uysal, O. (2007). İlköğretim ikinci kademe öğrencilerinin matematik dersine yönelik problem çözme becerileri, kaygıları ve tutumları arasındaki ilişkilerin değerlendirilmesi. (Yayımlanmamış Yüksek Lisans Tezi). Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir.
• Ünal, A. (2006). OKS (LGS)’ye hazırlanan öğrencilerin sınav kaygıları ile benlik saygısı düzeyleri arasındaki ilişkinin incelenmesi. (Yayımlanmamış Yüksek Lisans Tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
• von der Embse, N., Jester, D., Roy, D. and Post, J. (2018). Test anxiety effects, predictors, and correlates: a 30-year meta-analytic review. Journal of Affective Disorders, 227, 483–493. https://doi.org/10.1016/j.jad.2017.11.048
• Vrugt, A. (1994). Perceived self‐efficacy, social comparison, affective reactions and academic performance. British Journal of Educational Psychology, 64(3), 465–412. https://doi.org/10.1111/j.2044-8279.1994.tb01117.x
• Wolfradt, U., Hempel, S. and Miles, J. N. V. (2003). Perceived parenting styles, depersonalization, anxiety, and coping behavior in adolescents. Personality and Individual Differences, 34(3), 521–532. https://doi.org/10.1016/S0191-8869(02)00092-2
• Yeşilyaprak, B. (1988). Lise öğrencilerinin içsel ya da dışsal denetimli oluşlarını etkileyen etmenler. (Doktora Tezi). Hacettepe Üniversitesi Eğitm Bilimleri Enstitüsü, Ankara.
• Yoon, H., & Kwon, S. (2015). The Relationship Between Test Anxiety And Self-Esteem İn High School Students. Journal of Educational Psychology, 107(4), 1050-1062.
• Zeidner, M. (1998).Test Anxiety: The State Of The Art. Plenum Press. Yoon, S. and Kwon, Y. (2015). Relationship between test anxiety and self-esteem in partial health-related department convergence college students. Journal of the Korea Convergence Society, 6(5), 91–98. https://doi.org/10.15207/JKCS.2015.6.5.091
• Zeidner, M. and Schleyer, E. J. (1999). The big-fish-little-pond effect for academic self-concept, test anxiety, and school grades ın gifted children. Contemporary Educational Psychology, 24(4), 305–329. https://doi.org/10.1006/ceps.1998.0985