Publication: 7. ve 8. Sınıf Öğrencilerinin Sınav Kaygısı ve Mantık Dışı İnançlar Arasındaki İlişki
Abstract
Bu araştırmada 7. ve 8. sınıfların sınav kaygısı ve mantık dışı inançları arasındaki ilişkiler, bazı demografik değişkenlerle birlikte inceleniyor. Araştırmada genel tarama modellerinden olan ilişkisel tarama modeli kullanılmıştır. Araştırmanın gruplarını 2023-2024 eğitim öğretim yılında Uşak ilinin merkezindeki ortaokulların 7. ve 8. sınıflarında toplanan gören 795 öğrenci oluşturulmuştur. Araştırmanın verileri Westside Sınav Kaygısı Ölçeği, Ergenler için Mantıkdışı İnançlar Ölçeği ve kişisel bilgi formülü ile toplanmıştır. Elde edilen verilerin analizi için IBM SPSS 25 istatistik paket programı kullanılmıştır. Kolmogorov-Smirnov testi sonucu, araştırma verilerinin normal dağılımını tespit eden verilerin verilerin analizinde parametrik testler kullanılmıştır. Bu şematik, matematiksel alt problemlerin yöntemlerine uygun olarak, bağımsız gruplar için t-testi, Tek Yönlü Varyans Analizi (ANOVA), Pearson Korelasyon Katsayısı Analizi testleri ve Çoklu Regresyon Analizi yapılmıştır. Araştırmadan elde edilen bulgularda Ergenler İçin Mantıkdışı İnançlar Ölçeğinden elde edilen cinsiyete göre, sınıf düzeyi, anne eğitim düzeyi, baba eğitim düzeyi ve algılanan başarı durumu değişkenine göre istatiksel açıdan farklı olmamıştır. Algılanan anne ile diyalog, algılanan baba ile diyalog ve algılanan anne tutumu ve algılanan baba tutumuna göre istatiksel açıdan anlamlı farklılıklar vardır. Westside Sınav Kaygısı Ölçeğinden elde edilene göre sınıf düzeyi değişkeni dışında kalan cinsiyet, anne eğitim düzeyi, baba eğitim düzeyi, algılanan başarı durumu, algılanan anne ile diyalog, algılanan baba ile diyalog, algılanan anne ilişkisi, algılanan baba değişkenine göre istatiksel olarak anlamlı değişiklikler meydana gelir. Sınav kaygısı ile mantıksal dışı inançlar arasında istatiksel açıdan anlamlı ilişkiler değişir. Algılanan okul başarısı, algılanan anne ile diyalog, algılanan baba ile diyalog, algılanan anne durumu, algılanan baba durumu sınav kaygısı ve mantıksal olmayan inançlar üzerinde anlamlı etkisi olduğu. Elde edilen sonuçlar, literatür eşliğinde tartışılarak konuyla ilgili önerilerde bulunulmuştur.
This study aimes to examine the relationship between test anxiety and irrational beliefs of 7th and 8th grade students with some demographic variables. Relational survey model, which is one of the general survey models, was used in the research. The study group of our research is made up of 795 students at 7th and 8th grade in the center of Uşak province in the 2023-2024 academic year. Data collection tools consist of Wetside test anxiety scale, irrational beliefs scale for adolescents and personal information form. Since the data were normally distributed, parametric tests were used. IBM SPSS 25 statistical package program was used for the analysis of the data obtained. The normality of the data distribution was tested using the Shapiro-Wilk test, and the p-value was found to be greater than. 05. Therefore, parametric tests were used in the analyses. In this context, t-test for independent groups, One-Way Analysis of Variance (ANOVA), Pearson Correlation Coefficient Analysis tests and regression analysis were applied in accordance with the purpose of the sub-problems of the research. The findings obtained from the research indicate that, according to the data from the Irrational Beliefs Scale for Adolescents, there were no statistically significant differences based on gender, grade level, mother's education level, father's education level, and perceived academic achievement. However, statistically significant differences were found in terms of perceived dialogue with the mother, perceived dialogue with the father, perceived maternal attitude, and perceived paternal attitude. According to the data from the Westside Test Anxiety Scale, statistically significant differences were found in all variables except for the grade level, including gender, mother's education level, father's education level, perceived academic achievement, perceived dialogue with the mother, perceived dialogue with the father, perceived maternal attitude, and perceived paternal attitude. A statistically significant relationship was found between test anxiety and irrational beliefs. It was also determined that perceived academic achievement, perceived dialogue with the mother, perceived dialogue with the father, perceived maternal attitude, and perceived paternal attitude had a significant effect on test anxiety and irrational beliefs. The findings were discussed in light of the literature, and recommendations were made based on the results.
This study aimes to examine the relationship between test anxiety and irrational beliefs of 7th and 8th grade students with some demographic variables. Relational survey model, which is one of the general survey models, was used in the research. The study group of our research is made up of 795 students at 7th and 8th grade in the center of Uşak province in the 2023-2024 academic year. Data collection tools consist of Wetside test anxiety scale, irrational beliefs scale for adolescents and personal information form. Since the data were normally distributed, parametric tests were used. IBM SPSS 25 statistical package program was used for the analysis of the data obtained. The normality of the data distribution was tested using the Shapiro-Wilk test, and the p-value was found to be greater than. 05. Therefore, parametric tests were used in the analyses. In this context, t-test for independent groups, One-Way Analysis of Variance (ANOVA), Pearson Correlation Coefficient Analysis tests and regression analysis were applied in accordance with the purpose of the sub-problems of the research. The findings obtained from the research indicate that, according to the data from the Irrational Beliefs Scale for Adolescents, there were no statistically significant differences based on gender, grade level, mother's education level, father's education level, and perceived academic achievement. However, statistically significant differences were found in terms of perceived dialogue with the mother, perceived dialogue with the father, perceived maternal attitude, and perceived paternal attitude. According to the data from the Westside Test Anxiety Scale, statistically significant differences were found in all variables except for the grade level, including gender, mother's education level, father's education level, perceived academic achievement, perceived dialogue with the mother, perceived dialogue with the father, perceived maternal attitude, and perceived paternal attitude. A statistically significant relationship was found between test anxiety and irrational beliefs. It was also determined that perceived academic achievement, perceived dialogue with the mother, perceived dialogue with the father, perceived maternal attitude, and perceived paternal attitude had a significant effect on test anxiety and irrational beliefs. The findings were discussed in light of the literature, and recommendations were made based on the results.
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