ENDER ŞENEL, Cansen YENIYOL, Özge KÖLE, İlhan ADİLOĞULLARI

EXAMINATION OF THE RELATION BETWEEN SCHOOL OF PHYSICAL EDUCATION AND SPORT STUDENTS' APPROACH TO LEARNING AND STUDYING AND TEST ANXIETY

Bu çalışmada farklı öğrenme ve ders çalışma yaklaşımlarına sahip öğrencilerin sınav kaygı düzeyleri belirlenerek öğrenme ve ders çalışma yaklaşımları ile sınav kaygısı ilişkisinin incelenmesi amaçlanmıştır. Öğrencilerin sınav kaygı düzeylerinin belirlenmesi için Spielberger (1980) tarafından geliştirilen Öner ve Albayrak Kaymak (1993) tarafından Türkçeye uyarlanan Sınav Kaygısı Envanteri (SKE), ders çalışma ve öğrenme yaklaşımlarının tespit edilmesi için Hounsell, Entwistle, Anderson ve ark. (2002) tarafından geliştirilen Topkaya, Yaka & Öğretmen (2011) tarafından Türkçeye uyarlanan Öğrenme ve Ders Çalışma Yaklaşımları Envanteri (ÖDYE) kullanılmıştır. ÖDYE 5'li likert 18 maddeden oluşmaktadır. SKE 4'lü Likert 20 maddeden oluşmaktadır. Toplanan verilerin analizi için SPSS 16.0 paket programında One-Way ANOVA, Indipendent T-Test kullanılmıştır. Uygulanan ölçeklerin örneklem grubuna uygun olup olmadığını belirlemek için Doğrulayıcı Faktör Analizi (DFA) kullanılmıştır. Öğrenme ve ders çalışma yaklaşımında bölümler arasında farklılığa bakıldığında yüzeysel ve derinlemesine yaklaşımda anlamlı farklılık bulunmazken, stratejik yaklaşımda anlamlı farklılık elde edilmiştir (p0.05). Duyuşsallık, Kuruntu ve Toplam Sınav Kaygısı değerlerinde cinsiyetler arasında anlamlı bir farklılık bulunmuştur (p

BEDEN EĞİTİMİ VE SPOR YÜKSEKOKULU ÖĞRENCİLERİNİN ÖĞRENME VE DERS ÇALIŞMA YAKLAŞIMLARI İLE SINAV KAYGI DÜZEYLERİ ARASINDAKİ İLİŞKİNİN İNCELENMESİ

In this study, the aim of this study was to examine the relation between school of physical education and sport students' approach to learning and studying and test anxiety. Students in departments of physical education and sport teacher (n=103), coaching education (n=155) and sport management (n=110) at Mugla Sıtkı Koçman University participated in the study (n=368). 145 of participant were female, 223 of them were male. Test Anxiety Inventory (TAI), developed by Speilberger (1980) and adapted to Turkish by Öner and Albayrak-Kaymak (1993) (cited in Erözkan, 2004), was used to identify students' test anxiety levels. Approaches to Learning and Studying Inventory (ALSI), developed by Hounsell, Entwistle, Anderson et al. (2002) and adapted to Turkish by Topyaka, Yaka and Öğretmen (2011), was used to identify students' approaches to learning and studying. ALSI consists of 18 items with 5 Likert. TAI consists of 20 items with 4 likert. One-Way ANOVA and Independent T-Test in SPSS 16.0 were used to analyze the collected data. Confirmatory Factor Analysis (CFA) was used to find out whether used inventories were suitable for the sample. When the differences about approaches to learning and studying between departments were examined, while no significant difference was found in surface and deep approaches, significant difference was found in strategic approaches. No significant difference was found between grades. Significant gender differences were found in emotionality, worry and total test anxiety. Positive correlation was found between surface approach and emotionality, worry and total test anxiety. Consequently, it was found that students who adopt surface approach have high-test anxiety, because it was found that while adopting surface approach, students could have high-level of emotionality and worry. It is important to create learning environment that discourage students to adopt surface approach.

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