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Sınav kaygısı, öğrencilerin akademik yaşamlarını olumsuz yönde etkileyen önemli bir sorundur. Akademik yaşamın yanı sıra sosyal ve duygusal yaşamı da olumsuz yönde etkileyen bu faktörü, farklı boyutlarıyla incelemek önleyici rehberlik için oldukça önemlidir. Bu araştırmada, bilişsel ve duygusal düzenlemenin sınav kaygısını azalttığı ve bu etkilere psikolojik dayanıklılığın aracılık rolünün bulunduğuna yönelik bir hipotez model test edilmiştir. Araştırmaya 252’si kadın (%68,65), 115’i erkek (%31,35) olmak üzere toplam 367 üniversite öğrencisi katılmıştır. Araştırmada Bilişsel ve Duygusal Düzenleme Ölçeği, Kısa Psikolojik Dayanıklılık Ölçeği ve Westside Sınav Kaygısı Ölçeği kullanılmıştır. Araştırma bulgularına göre bilişsel ve duygusal düzenlemeyle psikolojik dayanıklılık arasında pozitif yönde ilişkiler bulunmaktadır. Bu üç değişkenin sınav kaygısıyla olan ilişkisi negatif yöndedir. Yapısal eşitlik modelinde yol analizi bulguları, bilişsel ve duygusal düzenlemenin psikolojik dayanıklılıkla pozitif yönde, psikolojik dayanıklılığın ise sınav kaygısıyla negatif yönde yollara sahip olduğunu göstermiştir. Bilişsel düzenleme ve sınav kaygısı arasında psikolojik dayanıklılık kısmi aracılık rolüne sahiptir. Duygusal düzenleme ve sınav kaygısı arasında ise psikolojik dayanıklılık tam aracıdır. Sınav kaygısı, bilişsel düzenlemeden daha fazla etkilenmektedir. Bu sebeple de sınav kaygısını azaltmada bilişsel düzenlemeye dayalı önleyici rehberlik etkinlikleri daha kararlı sonuçlar verebilir
Test anxiety is an important problem that negatively affects students in their academic lives. Also, this factor negatively affects students’ social and emotional life as well as their academic life. For this reason, examining different dimensions of test anxiety is very important for preventive guidance. In this study, the hypothesis model that cognitive and emotional regulation reduces test anxiety and that resilience have mediating effect on these relationships was tested. A total of 367 university students participated in the study (female n= 252, 68.65%; male n= 115 male, 31.35%). The Cognitive and Affective Regulation Scale, the Brief Resilience Scale and the Westside Test Anxiety Scale were used for collecting data. According to the findings of the research, there are positive relationships between cognitive regulation, emotional regulation, and resilience. The relationships between these three variables and test anxiety were negative. Path analysis findings in the structural equation model showed that cognitive and affective regulation had negative path with test anxiety and positive path with resilience. And resilience had negative path with test anxiety. Resilience between cognitive regulation and test anxiety has a partial mediating effect. Also, resilience between emotional regulation and test anxiety has a full mediating effect. Test anxiety is more affected by cognitive regulation. According to this reason, preventive guidance activities based on cognitive regulation in reducing test anxiety may give more stable results.
Test anxiety is an important problem that negatively affects students in their academic lives. Also, this factor negatively affects students’ social and emotional life as well as their academic life. For this reason, examining different dimensions of test anxiety is very important for preventive guidance. In this study, the hypothesis model that cognitive and emotional regulation reduces test anxiety and that resilience have mediating effect on these relationships was tested. A total of 367 university students participated in the study (female n= 252, 68.65%; male n= 115 male, 31.35%). The Cognitive and Affective Regulation Scale, the Brief Resilience Scale and the Westside Test Anxiety Scale were used for collect data. According to the findings of the research, there are positive relationships between cognitive regulation, emotional regulation, and resilience. The relationships between these three variables and test anxiety were negative. Path analysis findings in the structural equation model showed that cognitive and affective regulation had negative path with test anxiety and positive path with resilience. And resilience had negative path with test anxiety. Resilience between cognitive regulation and test anxiety has a partial mediating effect. Also, resilience between emotional regulation and test anxiety has a full mediating effect. Test anxiety is more affected by cognitive regulation. According of this reason, preventive guidance activities based on cognitive regulation in reducing test anxiety may give more stable results.
Field : Eğitim Bilimleri
Journal Type : Ulusal
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