Amaç: Sınav kaygısı öğrenciler arasında yaygındır ve sınav performansı üzerinde olumsuz etkileri vardır. Bu çalışmada üniversite sınavlarına girecek öğrenciler arasında sınav kaygısı yaygınlığını bulmak ve sınav kaygısının öngörücülerini belirlemek amaçlandı. Yöntem: Sivas kent merkezinde üniversite sınavına girecek öğrencileri temsil edecek şekilde randomize olarak belirlenen dört farklı okuldan toplam 436 öğrenci (kız=220, erkek=216) çalışmaya katıldı. Öğrenciler sosyodemografik formu, Sınav Kaygısı Envanteri'ni (SKE), Beck Depresyon Envanteri'ni (BDE), DurumlukSüreklik Kaygı Envanteri'ni (DSKE-I), Liebowitz sosyal anksiyete ölçeğini (LSAÖ), Wender Utah Derecelendirme Ölçeği'ni (WUDÖ) ve Erişkin DEHB Kendibildirim Ölçeği'ni (ASRS) doldurdu. Bulgular: Sınav kaygısı yaygınlığı %48.0 olarak saptandı (n=208). Erkeklerin %40.3'ünde (n=87) ve kızların %55'inde (n=121) sınav kaygısı vardı. Sınav kaygısı ve WUDÖ; ASRS, DSKE-I, LSAÖ ve BDE puanları arasında istatistiksel olarak anlamlı bir ilişki vardı. Depresyon, dikkat eksikliği hiperaktivite bozukluğu (DEHA), sosyal anksiyete kaçıngan davranış belirtileri ve ek ders alma durumu sınav kaygısına bağımsız olarak katkıda bulunan faktörler olarak belirlendi. Yaşam boyu intihar girişimi sınav kaygısı olanlarda belirgin olarak daha fazlaydı. Sonuç: Üniversite sınavlarına giren öğrencilerin yaklaşık yarısında yüksek düzeyde sınav kaygısı vardır. Sınav kaygısını önleme programlarının, DEHB, depresyon ve sosyal kaygının araştırılmasını ve tedavi edilmesini içermesi yararlı olabilir.
Objective: Test anxiety is common among students and has adverse effects on their exam performance. This study firstly focused on finding the prevalence of test anxiety. The second aim was to identify the predictors of test anxiety and its related variables among students who are going to take the university entrance exam.Method: Totally 436 students (girls=220, boys=216) who were randomly recruited from four different schools to represent all the students who will take the University Entrance Examination in Sivas city centre participated in the study. The students filled in the Socio-demographic Data Form sociodemographic form, Test Anxiety Inventory (TAI), Beck's Depression Inventory (BDI), State-Trait Anxiety Inventory (STAI), Liebowitz Social Anxiety Scale (LSAS), Wender Utah Rating Scale (WURS) and Adult ADHD Self-Report Scale (ASRS). Results: Test anxiety was detected in the 48.0% of students (n=208). Additionally, exam anxiety was found in 40.3% of the males (n=87) and in 55.8% of the girls (n=121) and the difference between them was statistically significant (p<0.001). There was a statistically significant relation between test anxiety and WURS, ASRS, STAI-II (Trait anxiety), LSAS anxiety, BDI scores. The symptoms of depression, attention deficit hyperactivity disorder (ADHD), social anxiety avoidant behavior, and the state of taking additional courses were found as the independence factors that affect the exam anxiety. A lifetime rate of suicide attempts were significantly more in those with exam anxiety. There was a relationship between test anxiety and the time spent for internet.Conclusion: Approximately half of the students taking the university entrance exams feel a high level of test anxiety. It may be useful for the test anxiety prevention programs to include the screening and treatment of ADHD, depression and social anxiety.
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