Self-Regulation Skills and Test Anxiety of Senior High School Students
Keywords:
Sel-regulation, self-regulation skills, test anxiety, high school studentsAbstract
The purpose of the study was to investigate the self-regulation skills of high school students and to reveal the relationship between self-regulation skills and test anxiety. In this study, a survey method was used. The “Motivated Strategies for Learning Questionnaire” and “Test Anxiety Inventory” were used as the data collection tools. The findings of the study indicated that the self-regulation skills of students differed significantly according to the gender, the frequency of reading books, watching TV and using social media. While the test anxiety scores of the participants did not differ significantly according to frequency of watching TV and using social media but in terms of the gender and the frequency of reading books. Furthermore, current study concluded that there was a low and negative relationship between self-regulation skills and test anxiety.Downloads
References
Albayrak-Kaymak, D (1987). Sınav kaygısı envanterinin Türkçe formunun oluşturulması ve güvenirliği. Psikoloji Dergisi, 6 (21), 55–62.
Bandura, A., (1982). Self-efficacy mechanism in social agency, American Psychologist, 37, 122-147.
Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27, 270–295.
Cizek, G. J., & Burg, S. S. (2006). Addressing test anxiety in a high-stakes environment. California: Corwin press, A SAGE publications company, Thousand Oaks.
DiFrancesca, D,. Nietfeld, J. L., & Cao, L. (2015). A comparison of high and low achieving students on self-regulated learning variables. Learning and Individual Differences 45, 228–236.
Karaarslan, G., & Sungur, S. (2011). Elementary Students’ self-efficacy beliefs in science: role of grade level, gender, and socio-economic status, Science Education International, 22, 72-79.
Karpinski, A. C., & Duberstein, A. (April 16, 2009). A description of Facebook use and academic performance among undergraduate and graduate students. In Poster presented at the meeting of the American Educational Research Association, San Diego, CA.
Lashkaripour, K., (2006). The relationship between test anxiety and academic achievement in students of guidance schools in Zahedan. Tabib Shargh Journal, 8(4), 253-259.
Msayar, H., & Akhmal, R. (2016). The relationship between test anxiety and academic self - regulated learning among foundation students in Lium. Science Journal of Education, 4 (2), 39-45.
McDonald, A. S. (2001). The prevalence and effects of test anxiety in school children. Educational Psychology, 21 (1): 89–101.
Nilson, L. (2013). Creating self-regulated learners: strategies to strengthen students’ self- awareness and learning skills. Stylus Publishing, LLC.
O’Brien, S. J. (2012). Facebook and other internet use and the academic performance of college students. ProQuest.
Öner, N. (1990). Sınav kaygısı envanteri el kitabı. Istanbul: Yöret.
Pajares, F. (2002) Gender and perceived self-efficacy in self-regulated learning, Theory Into Practice, 41(2), 116-125.
Pajares, F. (2008). Motivational role of self-efficacy beliefs in self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research and applications (pp. 111-139). New York: Erlbaum.
Phillips, D.A., & Zimmerman, M. (1990). The developmental course of perceived competence and incompetence among competent children. In R.J. Sternberg & J. Kolligian, Jr. (Eds.), Competence considered (pp. 41-66). New Haven, CT: Yale University Press.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Pyschology, 82 (1), 33-40.
Putwain, D. W. (2008). Deconstructing test anxiety. Emotional and Behavioral Difficulties, 13, 141–155.
Putwain, D. W. (2007). Test anxiety in UK school children: Prevalence and demographic patterns. British Journal of Educational Psychology. 77, 579–593.
Putwain D. & Anthony L. Daly (2014). Test anxiety prevalence and gender differences in a sample of English secondary school students, Educational Studies, 40 (5), 554-570.
Racheal N. Wanjohi, Robert B. Mwebi, Naftal & M. Nyang’ara (2015). Self-regulation of facebook usage and academic performance of students in Kenyan universities. Journal of Education and Practice. 6 (14), 109-114.
Rouis, S., Limayem, M. & Salehi-Sangari, E. (2011). Impact of facebook usage on students’ academic achievement: roles of self-regulation and trust. Electronic Journal of Research in Educational Psychology, 9 (3), 961-994.
Sağırlı, M. Ö. & Azapağası, E. (2009). Üniversite öğrencilerinin öğrenmede öz-düzenlemeyi öğrenme becerilerinin incelenmesi, Ankara University, Journal of Faculty of Educational Sciences, 42(2), 129-161.
Sakız, G. (2013). Başarıda anahtar kelime: öz-yeterlik, Uludağ Üniversitesi Eğitim Fakültesi 26 (1), 185-209.
Sommer, M. & Arendasy, M. E. (2015). Further evidence for the deficit account of the test anxiety–test performance relationship from a high-stakes admission testing setting. Intelligence 53, 72–80.
Spielberger, C. D. (1980). Preliminary professional manual fort he test anxiety inventory. CA: Consulting Psychologists Pres.
Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning: self-efficacy enhancing interventions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 631–649). San Diego: Academic Press.
Türkyılmaz, M. (2015). Sosyal medya ve kitle iletişim araçlarının kullanımının üst bilişsel okuma stratejilerinin farkındalık düzeyine etkisi. Uluslararası Avrasya Sosyal Bilimler Dergisi. 6 (18), 135-149.
Winnie, P., & Hadwin, A. (1998). Studying as self-regulated learning. In D. Hacker, J. Dunlosky, & A. Graesser (Eds.), Metacognition in educational theory and practice (pp. 227–304). Mahwah, NJ: Erlbaum.
Üredi, I. (2005). Algılanan anne baba tutumlarının ilköğretim 8. sınıf öğrencilerinin öz- düzenleyici öğrenme stratejileri ve motivasyonel inançları üzerindeki etkisi, Doktora Tezi, Yıldız Teknik Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
Zimmerman, B. J. & Martinez-Pons, M. (1988). Construct validation of a strategy model of students self-regulated learning, Journal of Educational Psychology, 80 (3), 284–290.
Zimmerman, B.J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R., Pintrich, & M. Zeidner (Eds.), Handbook of selfregulation (pp. 13- 39). San Diego, CA: Academic Press.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Handbook of Metacognition in Education (pp. 299-315). New York: Routledge.
Additional Files
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
