The relationships among test anxiety, study habits, achievement, motivation, and academic performance among Turkish high school students

Lise onuncu sınıf öğrencilerinin bulunduğu 510 kişiden (267, % 52,4 Kız; 243, %47,6 Erkek) oluşan bir örneklem üzerinde öğrencilerin çalışma alışkanlıkları, sınav kaygısı, başarı güdüsü ve akademik başarı düzeyleri arasındaki ilişkiler incelenmiştir. Veriler, Sınav Kaygısı Envanteri Türkçe versiyonu (TAI), Çalışma Alışkanlıkları Envanteri (ÇAI) ve Kendini Değerlendirme Envanteri (SEI)’den elde edilmiştir. Öğrencilerin okullarından elde edilen akademik ortalamaları, akademik başarı düzeyleri olarak belirlenmiştir. Sınav Kaygısı Envanteri kuruntu alt boyutu puanları ile akademik başarı düzeyi arasında anlamı bir ilişki (r = - 0.18, p< 0.01), çalışma alışkanlıkları ölçeğinden alınan puanlar ile akademik başarı düzeyi arasında (r = 0.15, p< 0.01) ve çalışma alışkanlıkları ile başarı güdüsü arasında (r =.39, p

Lise öğrencilerinin sınav kaygısı, çalışma alışkanlıkları, başarı güdüsü ve akademik performans düzeyleri arasındaki ilişkilerin incelenmesi

The relationships among study habits, test anxiety, achievement, motivation, and academic success were investigated in a Turkish tenth grade high school sample consisting of 510 participants, 267 (52.4%) of whom were females and 243 (47.6%) were males. The data were collected by the Turkish version of Test Anxiety Inventory (TAI), Study Habits Inventory (SHI) and Self Evaluation Inventory (SEI). Students’ GPA was accepted as the indicator of their academic success. Small but significant correlations were found between the worry subscale of TAI scores and academic success (r = - 0.18, p 0.01), and between the Study Habits Scale scores and academic success level (r = 0.15, p< 0.01). A positive relationship between study habits scores and achievement motivation level (r=.39, p 0.01) was found. Gender, worry subscale of TAI and study habits predicted academic success in general. No correlation was observed between achievement motivation and academic success. Test anxiety and study habits were associated positively with academic success and there was no association with achivement motivation. Females were significantly higher in test anxiety scores as consistent with the literature. The results were discussed in the light of the literature.

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