THE PREDICTION OF TEST ANXIETY BY SELF-REGULATED LEARNING STRATEGIES

Hatice Irem Ozteke Kozan (), Sahin Kesici () and Mustafa Baloglu ()
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Hatice Irem Ozteke Kozan: Necmettin Erbakan University
Sahin Kesici: Necmettin Erbakan University
Mustafa Baloglu: Hacettepe University

No 3906194, Proceedings of Teaching and Education Conferences from International Institute of Social and Economic Sciences

Abstract: Aim of this study is to determine whether self-regulated learning strategies predict test anxiety or not among 8th grade students. Participants of study consist of 8th grade students consulted school counseling services with problems of test anxiety in Konya/Turkey. While 186 (61,4%) of the participants are female, 117 (38.6%) of them are male. In data collection process, ?Motivational Beliefs and Self-Regulated Learning Strategies Scale? developed by Pintrich, Smith, Garcia and McKeachie (1993) and adapted into Turkish by Karadeniz, Buyukozturk, Akgün, Cakmak and Demirel (2008) and ?Test Anxiety Inventory? developed by Speilberger (1980) and adapted into Turkish by Oner (1990) are used. Regression analysis are used in data analysis. Results of study indicate that self-regulated learning strategies predict test anxiety in 8th grade students. In details, effort regulation ?one of the subdimensions of self-regulated learning strategies predict worry. Other subdimensions of self-regulated learning strategies such as time and study environment management and metacognitive self-regulation predict emotion. In sum, when students regulate their effort, manage time and study environment and use metacognitive learning strategies in positive ways their test anxiety would be decreased.

Keywords: Self-regulated learning; test anxiety; 8th grade (search for similar items in EconPapers)
Pages: 5 pages
Date: 2016-08
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Published in Proceedings of the Proceedings of the 3rd Teaching & Education Conference, Barcelona, Aug 2016, pages 198-202

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Persistent link: https://EconPapers.repec.org/RePEc:sek:itepro:3906194

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