Özet:

The aim of the study is to test the model developed in order to determine whether there is a mediator role of socio-economic status in the relationship between problem-focused coping strategies and test anxiety of conservatory students. The importance of research stems from the fact that it determines the mediating role of socio-economic status in the relationship between problem-focused coping strategies and test anxiety. The research is a descriptive research and designed in a relative survey pattern, which is one of the quantitative research methods. The research group consists of 92 students (age range = 18 to 23) who receive education at the undergraduate level. Data related to problem-focused coping strategies "Coping Style Scale", test anxiety "Test Anxiety Inventory" and socio-economic status "Socio-Economic Status Inventory" were conducted. Research data was analyzed through correlation analysis, Confirmatory Factor Analysis (CFA), Mediation Analysis. SPSS and AMOS programs were used for data analysis. In Model 1, the relationship between problem-focused coping and test anxiety was examined and the regression coefficient between the two variables was determined as β = -.56 (p< .001). The mediating role of socio-economic status in the relationship between problem-focused coping style and test anxiety in Model 2 was examined. It was observed that the regression coefficient between the problem-focused coping style and test anxiety decreased to β = -.30 and although the p value was significant, the p value and fit indices of Model 2 decreased compared to Model 1. According to the findings, it is seen that socio-economic status has a mediating effect between the problem-focused coping style and test anxiety among conservatory students. According to the bootstrap confidence interval, the socio-economic status has a partial mediating effect between the problem-focused coping style and test anxiety. The result of this research revealed that socio-economic status was found to be a partial mediator in the relationship between problem-focused coping strategies and test anxiety in conservatory students.

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