___

• Abdullatif, Q. A. (2004) “Adaptation of the state trait anxiety inventory in Arabic: A comparison with the American STAI”. Unpublished Master Thesis. University of South Florida, USA.
• Abdu-raheem, B. (2015) “Parents’ Socio-Economic Status as Predictor of Secondary School Students’ Academic Performance in Ekiti State”, Nigeria. Journal of Education and Practice, 6(1): 123-128.
• Adeyemo, D. (2007) “Moderating Influence of Emotional Intelligence on the Link Between Academic Self-efficacy and Achievement of University Students”, Psychology and Developing Societies, 19(2), 199–213.
• Afari, E., Ward, G., ve Khine, M. S. (2012) “Global Self-Esteem and Self-Efficacy Correlates: Relation of Academic Achievement and Self-Esteem among Emirati Students”, International Education Studies, 5(2): 49-57.
• Akın, U., Baloğlu, M. ve Karslı, M. (2014) “The Examination of Stress and Anxiety Levels of the Female University Administrators in Turkey”, Education and Science, 39, 160-172.
• Bados, A., Benito, J. ve Balaguer, G. (2010) “The State- Trait Anxiety Inventory, Trait Version: Does It Really Measure Anxiety?” Journal of Personality Assessment, 92(6): 560-567.
• Bernstein, I. H., ve Eveland, D. C. (1982) “State vs trait anxiety: A case study in confirmatory factor analysis”, Personality and Individual Differences, 3(4), 361-372.
• Bieling, P. J., Antony, M. M., ve Swinson, R. P. (1998) “The State--Trait Anxiety Inventory, Trait version: structure and content re-examined”, Behaviour Research and Therapy, 36(7), 777-788.
• Brown, S., Tramayne, S., Hoxha, D., Telander, K., Fan, X. ve Lent, R. (2008) “Social cognitive predictors of college students’ academic performance and persistence: A meta-analytic path analysis”, Journal of Vocational Behavior, 72, 298–308.
• Caci, H., Baylé, F. J., Dossios, C., Robert, P., ve Boyer, P. (2003) “The Spielberger trait anxiety inventory measures more than anxiety”, European Psychiatry, 18(8), 394-400.
• Çakmak, Ö. ve Hevedanlı, M. (2005) “Eğitim ve fen-edebiyat fakülteleri biyoloji bölümü öğrencilerinin kaygı düzeylerinin çeşitli değişkenler açısından incelenmesi”, Elektronik Sosyal Bilimler Dergisi, 4(14): 115-127.
• Callea, A., Urbini, F. ve Bucknor, D. (2012) “Temporary employment in Italy and its consequences on gender”, Gender in Management: An International Journal, 27(6), 380-394.
• Campagna, C. G., ve Curtis, G. J. (2007) “So Worried I Don't Know What To Be: Anxiety is Associated With Increased Career Indecision and Reduced Career Certainty”, Australian Journal of Guidance and Counselling, 17(01): 91-96.
• Canbaz, S., Sünter, T. ve Pekdeşen, Y. (2005) “Samsun Çıraklık Eğitim Merkezi’ne devam eden çırakların durumluk-sürekli kaygı düzeylerinin değerlendirilmesi”, Türk Tabipleri Birliği Mesleki Sağlık ve Güvenlik Dergisi, 6(23): 16-22.
• Chin, E. C., Williams, M. W., Taylor, J. E., ve Harvey, S. T. (2017) “The influence of negative affect on test anxiety and academic performance: An examination of the tripartite model of emotions”,. Learning and Individual Differences, 54: 1-8.
• Christoforou, A., ve Kipper, D. A. (2006) “The Spontaneity Assessment Inventory (SAI), anxiety, obsessive-compulsive tendency, and temporal orientation”, Journal of Group Psychotherapy Psychodrama and Soiometry, 59(1), 23-35.
• Ciucci, S. (2007)” İzmir ili içinde yer alan dershanelerde üniversiteye hazırlık sınıflarında okuyan öğrencilerin anksiyete düzeyleri ve stresle başa çıkabilme yöntemlerinin belirlenmesi”, Yayınlanmamış Doktora Tezi. Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü.
• Dağlı, M. (2006) “Ergenlikte zeka bölümü, duygusal zeka ve akademik başarı arasındaki ilişki”, Yayınlanmamış Yüksek Lisans Tezi. Mersin Üniversitesi, Sosyal Bilimler Enstitüsü.
• Dayioglu, M. ve Asik, S. (2007) “Gender Differences in Academic Performance in a Large Public University in Turkey”, Higher Education, 53(2), 255-277.
• Dordinejad, F. G., Hakimi, H., Ashouri, M., Dehghani, M., Zeinali, Z., Daghighi, M. S., ve Bahrami, N. (2011) “On the relationship between test anxiety and academic performance”, Procedia-Social and Behavioral Sciences, 15: 3774-3778.
• Egunsola, A. (2014) “Influence of Home Environment on Academic Performance of Secondary School Students in Agricultural Science in Adamawa State Nigeria”, IOSR Journal of Research & Method in Education, 4(4): 46-53.
• Eisenberg, D., Gollust, S. E., Golberstein, E., ve Hefner, J. L. (2007) “Prevalence and correlates of depression, anxiety, and suicidality among university students”, American Journal of Orthopsychiatry, 77(4): 534-542.
• Elias, S. M. ve Loomis, R. J. (2002) “Utilizing Need for Cognition and Perceived Self‐Efficacy to Predict Academic Performance1”, Journal of Applied Social Psychology, 32(8): 1687-1702.
• Elias, S. M. ve MacDonald, S. (2007) “Using Past Performance, Proxy Efficacy, and Academic Self‐Efficacy to Predict College Performance”, Journal of Applied Social Psychology, 37(11): 2518-2531.
• El-Anzi, F. (2005) “Academic Achievement and Its Relationship with Anxiety, Self-Esteem, Optimism, and Pessimism In Kuwaiti Students”, Social Behavior and Personality, 33(1), 95-104.
• Endler, N. ve Kocovski, N. (2001) “State and trait anxiety revisited”, Anxiety Disorders, 15: 231-245.
• Feldman, D. B., ve Kubota, M. (2015) “Hope, self-efficacy, optimism, and academic achievement: Distinguishing constructs and levels of specificity in predicting college grade-point average”, Learning and Individual Differences, 37: 210-216.
• Ferla, J., Valeke, M. ve Schuyten, G. (2010) “Judgments of self-perceived academic competence and their differential impact on students’ achievement motivation learning approach, and academic performance”, Eur J Psychol Educ, 25: 519–536.
• Field, A. (2009) “Discovering Statistics Using SPSS” (Third Edition). London: SAGE Publications.
• Fountoulakis, K. N., Papadopoulou, M., Kleanthous, S., Papadopoulou, A., Bizeli, V., Nimatoudis, I., Iacovides, A. ve Kaprinis, G. S. (2006) “Reliability and psychometric properties of the Greek translation of the State-Trait Anxiety Inventory form Y: preliminary data”, Annals of General Psychiatry, 5(1), 1-10.
• Grös, D. F., Antony, M. M., Simms, L. J., ve McCabe, R. E. (2007) “Psychometric properties of the State-Trait Inventory for Cognitive and Somatic Anxiety (STICSA): Comparison to the State-Trait Anxiety Inventory (STAI)”, Psychological assessment, 19(4), 369-381.
• Harnett, N., Römcke, J. ve Yap, C. (2004) “Student performance in tertiary-level accounting: an international student focus”, Accounting and Finance, 44: 163–185. Honicke, T., ve Broadbent, J. (2016) “The influence of academic self-efficacy on academic performance: A systematic review”, Educational Research Review, 17: 63-84.
• Jaekel, J., Wolke, D., ve Bartmann, P. (2013) “Poor attention rather than hyperactivity/impulsivity predicts academic achievement in very preterm and full-term adolescents”, Psychological medicine, 43(01), 183-196.
• Kean, P. E. (2005) “The influence of parent education and family income on child achievement: the indirect role of parental expectations and the home environment”, Journal of family psychology, 19(2): 294.
• Kwon, S. M., ve Lim, Y. J. (2007) “The State‐Trait Anxiety Inventory, Trait Version: Examination of a Method Factor”, Korean Social Science Journal, 34(2): 105‑122.
• Lacour, M., ve Tissington, L. D. (2011). “The effects of poverty on academic achievement”, Educational Research and Reviews, 6(7): 522-527.
• Lent, R.W., Taveira, M., Sheu, H. ve Singley, D. (2009) “Social cognitive predictors of academic adjustment and life satisfaction in Portuguese college students: A longitudinal analysis”, Journal of Vocational Behavior, 74, 190–198.
• Li G, Chen W, Duanmu J. (2010) “Determinants of International Students' Academic Performance: A Comparison between Chinese and Other International Students'”, Journal of Studies in International Education, 14 (4), 389-405.
• McKenzie, K. ve Schweitzer, R. (2001) “Who Succeeds at University? Factors predicting academic performance in first year Australian university students”, Higher Education Research & Development, 20(1), 21-33.
• Misra, R., ve McKean, M. (2000) “College students' academic stress and its relation to their anxiety, time management, and leisure satisfaction”, American Journal of Health Studies, 16(1), 41-45.
• Morris, T., Dorling, D. ve Smith, G. (2016) “How well can we predict educational outcomes? Examining the roles of cognitive ability and social position in educational attainment”, Contemporary Social Science, 11(2-3), 154-168.
• Muschalla, B., Heldmann, M., ve Fay, D. (2013) “The significance of job-anxiety in a working population”, Occupational medicine, 63(6): 415-421.
• Nonis, S. ve Hudson, G. (2006) “Academic Performance of College Students: Influence of Time Spent Studying and Working”, Journal of Education for Business, 81(3): 151-159.
• Ogunsola, O., Osuolale, K. ve Ojo, A. (2014) “Parental and Related Factors Affecting Students’ Academic Achievement in Oyo State, Nigeria”, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 8(9): 3129-3136.
• Picakciefe, M., Turgut, A., Igneci, E., Cayli, F., ve Deveci, A. (2015) “Relationship between Socio-Demographic Features, Work-Related Conditions, and Level of Anxiety Among Turkish Primary Health Care Workers”, Workplace Health & Safety, 63(11), 502-511.
• Robbins, S., Lauver, K., Davis, D., Langley, R. ve Carlstom, A. (2004) “Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis”, Psychological Bulletin,130(2), 261–288.
• Sari, Z., Uysal, T., Karaman, A. I., Sargin, N., ve Üre, Ö. (2005) “Does orthodontic treatment affect patients' and parents' anxiety levels?” The European Journal of Orthodontics, 27(2), 155-159.
• Schermelleh-Engel, K., Moosbrugger, H. ve Müller, H. (2003) “Evaluating the Fit of Structural Equation Models: Tests of Significance and Descriptive Goodness-of-Fit Measures”, Methods of Psychological Research Online, 8(2), 23-74.
• Sekaran, U. (2003) “Research Methods for Business”, (Fourth Edition). NY: John Wiley & Sons, Inc.
• Sharma, G. (2014) “Study of classroom environment parental education, income and institution as predictor of students’ academic achievement”, International Journal of Education & Management, 4(4), 277-281.
• Sharma, G. (2016a) “Locale and Sex as Determinants of Academic Performance”, International Journal of Information Research and Review, 3(8), 2691-2694.
• Sharma, G. (2016b) “Teacher Support as Determinant of Academic Achievement”, Journal of Educational Research, 1(4), 1-9.
• Spielberger, C. D., ve Reheiser, E. C. (2009) “Assessment of emotions: Anxiety, anger, depression, and curiosity”, Applied Psychology: Health and Well‐Being, 1(3): 271-302.
• Steinmayr, R., Crede, J., McElvany, N. ve Wirthwein, L. (2016) “Subjective Well-Being, Test Anxiety, Academic Achievement: Testing for Reciprocal Effects”, Frontiers in Psychology, 6, 1-13.
• Szpak, J. L., ve Kameg, K. M. (2013) “Simulation decreases nursing student anxiety prior to communication with mentally ill patients”, Clinical Simulation in Nursing, 9(1): 13-19.
• Tovilović, S., Novović, Z., Mihić, L., ve Jovanović, V. (2009) “The role of trait anxiety in induction of state anxiety”, Psihologija, 42(4): 491-504.
• Ülger, Ö., ve Yağlı, N. V. (2010) “Effects of yoga on the quality of life in cancer patients”, Complementary Therapies in Clinical Practice, 16(2), 60-63.
• Ünal, E. (2001) “Okulun fiziksel ve sosyal yeterliliklerinin akademik ve sosyal başarıya etkisi”, Yayınlanmamış Yüksek Lisans Tezi. Niğde Üniversitesi, Eğitim Bilimleri Enstitüsü.
• Vigneau, F., ve Cormier, S. (2008) “The factor structure of the State-Trait Anxiety Inventory: an alternative view”, Journal of Personality Assessment, 90(3), 280-285.
• Villarroel, P., Celis-Atenas, K., Córdova-Rubio, N., Buela-Casal, G., ve Spielberger, C. D. (2007) “Preliminary analysis and normative data of the State-Trait Anxiety Inventory (STAI) in adolescent and adults of Santiago, Chile”, Terapia psicológica, 25(2), 155-162.
• Vitasari, P., Wahab, M. N. A., Othman, A., Herawan, T., ve Sinnadurai, S. K. (2010) “The relationship between study anxiety and academic performance among engineering students”, Procedia-Social and Behavioral Sciences, 8: 490-497.
• Yilmaz, M., Gürçay, D., ve Ekici, G. (2007) “Akademik Özyeterlik Ölçeğinin Türkçe’ye Uyarlanmasi”, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33: 253-259.
• Zajacova, A., Lynch, S. ve Espenshadet, T. (2005) “Self-Efficacy, Stress, and Academic Success in College”, Research in Higher Education, 46(6), 677 – 706.
• Zimmerman, B. (2009) “Self-efficacy and educational development”, A. Bandura (Ed.) Self-efficacy in Changing Societies, UK: Cambridge University Press.