Ezatollah Ghadampour
Abstract
Background: Exam anxiety as a cognitive-attention construct plays an important role in performance. Because people with anxiety tests focus on activities that are unrelated to homework, occupancy, self-critique, and physical concerns, resulting in less attention to the assignment, which reduces their ...
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Background: Exam anxiety as a cognitive-attention construct plays an important role in performance. Because people with anxiety tests focus on activities that are unrelated to homework, occupancy, self-critique, and physical concerns, resulting in less attention to the assignment, which reduces their performance.Purpose: The purpose of this study was to investigate the effectiveness of meta-cognitive therapy on of test anxiety in high school girl students in Khorramabad city. Methods: The design of the study was quasi experimental with control group in pretest, post-test and follow up. Statistical population was of all girl students in the 1391-92 in Khorramabad city ,that among the them, 40 persons were selected randomly stage. Measuring data tool in this research,were Sarason test anxiety questionnaire and leaf samples demographic information. After the intervention, post-test and after 4 months follow-up tests were performed. Results analysis with software spss- 20 and Statistical analysis of covariance. Results: The results showed that intervention based on therapeutic metacognitive reduce were the 64% test anxiety symptoms at post-test and 62% of these symptoms at follow-up (p<0.01). Conclusion: Based on these findings, can conclude that intervention of metacognitive therapy was effective in reducing symptoms of anxiety and therefore, can use this intervention to reduce symptoms of anxiety in the students.
Ali Sheykholeslami; Zahra Bashshashi; Ali Jafari
Abstract
This study aimed to compare the emotional processing, help seeking and goal achievement in students with high and low test anxiety. The research method is Descriptive with causal-comparative type. The population of this study consisted of all students of High School Level II of Ardabil city in the academic ...
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This study aimed to compare the emotional processing, help seeking and goal achievement in students with high and low test anxiety. The research method is Descriptive with causal-comparative type. The population of this study consisted of all students of High School Level II of Ardabil city in the academic years of 2014-15, that of these, 160 students (80 ones per groups) were selected by random multi stages clustering sampling method and responded to the Backer emotional processing questionnaire, Ryan and Pentrich help seeking questionnaire, Midgley and et al achievement goals questionnaire and Spielberger test anxiety questionnaire. Multivariate Analysis of Variance was used to analyze the data. Results showed that there exist a significant differences between students with high and low test anxiety in terms of emotional processing, help seeking and goal achievement (P<0/01). So that compared with students low test anxiety, the average score of emotional processing techniques, accepting help seeking, Mastery and performance-approach goals of students with high test anxiety were significantly lower (P<0/01) and the average score of avoidance of help seeking and performance-avoidance goals were significantly more (P<0/01). Thus, we can conclude that emotional processing, help seeking and achievement goals are among the variables of interest in students with high test anxiety and requires programs for managing correctly of these variables.
روانشناسی یادگیری
Mohammad Asgari
Abstract
Abstract The purpose of this study was to determine the effect of cognitive-behavioral stress management training on test anxiety, academic achievement and performance of male and female students who were enrolled in high school enrollment in Malayer in the academic year of 1395-94. A sample of 100 individuals ...
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Abstract The purpose of this study was to determine the effect of cognitive-behavioral stress management training on test anxiety, academic achievement and performance of male and female students who were enrolled in high school enrollment in Malayer in the academic year of 1395-94. A sample of 100 individuals (50 boys and 50 girls, half of the subjects in the experimental group (25) and the other half (25 persons) in the control group were replaced) was selected through multi-stage random sampling. Sara son's test was used to test the anxiety of the subjects. The students' average score and grade of examination were considered as academic achievement and performance. For the 10-session group, 1.5 hours of cognitive-behavioral stress management training was performed in the experimental groups, but the controls group did not receive any training. Data analysis with factorial multivariate analysis of variance showed that: Stress management training based on cognitive-behavioral approach has an impact on the performance of exam, academic achievement and student's test anxiety. The stress-management of cognitive-behavioral stress reduced the test anxiety of male and female students, and improved the academic achievement and performance of the male and female students. But did not significantly affect on gender, and educational interaction and gender on any of the variables.
روانشناسی یادگیری
leila zoghi; monir kaka; asgar choobdari
Abstract
Test anxiety is one of a kind of school anxiety, which as an important and common educational phenomenon is closely related to the performance and academic achievement of students.The purpose of this study was to Study the relation between perfectionism with Test anxiety by mediating role of mindfulness ...
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Test anxiety is one of a kind of school anxiety, which as an important and common educational phenomenon is closely related to the performance and academic achievement of students.The purpose of this study was to Study the relation between perfectionism with Test anxiety by mediating role of mindfulness in college students.The research method was descriptive correlational and structural equation model. Among the 1042 Girl and boy college students, who were studying in the academic year of 1396-97, based on Kokran formula,278 college students were selected by random sampling method.The tools used in this study were mindfulness questionnaire, perfectionism and test anxiety Questionnaire. Fitness of the proposed model was examined through structural equation modeling (SEM), using SPSS-18 and Lisrel software packages. Findings indicated the proposed model fit the data properly and mindfulness has mediating role in relation between perfectionism with Test anxiety. Therefore, it is suggested that attention be paid to the intermediate role of mind awareness in clinical interventions.
fatemeh khorrami; aliakbar saif; Ali Reza Kiamanesh; fariborz dortaj
Abstract
The purpose of current study was the effectivness of mindfulness training in reducing the test anxiety and increasing the attitude toward school in 11th grade students in Tehran. The research method is experimental with pretest-posttest design with control group. The statistical population of the study ...
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The purpose of current study was the effectivness of mindfulness training in reducing the test anxiety and increasing the attitude toward school in 11th grade students in Tehran. The research method is experimental with pretest-posttest design with control group. The statistical population of the study consisted of all students of the 11th grade students of Tehran in the academic year of 2017-2018. From this population, by using a multi-stage clustering method, 88 students (44 girls and 44 boys) who had high scores in Friedben's Anxiety Inventory (1997) and low scores in attitudes toward Schools the McCoach & Siegle Inventory (2003), were selected and randomly assigned to 4 groups (2 experimental and 2 control groups). Then, experimental groups received a Mindfulness protocol in 8 sessions of 2 hours. After completion of the sessions, all subjects were re-evaluated. The data were analyzed by using univariate analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA). The findings of this study showed that mindfulness training is effective in reducing the test anxiety and increasing the attitude toward the school.
Mansour Salmani; Ahmad Khamesan; Mohammad Reza Asadi Younesi
Abstract
The relationships between motivational beliefs with procrastination and class climate have been shown in previous studies. In this study, the psychometric properties of Classroom Learning Environment (CEL) Questionnaire were presented, and the mediating role of motivational beliefs in relationship between ...
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The relationships between motivational beliefs with procrastination and class climate have been shown in previous studies. In this study, the psychometric properties of Classroom Learning Environment (CEL) Questionnaire were presented, and the mediating role of motivational beliefs in relationship between class climate and procrastination examined. 196 students of Birjand University were selected by cluster sampling. The research tools were Procrastination Assessment Scale (PASS Student Version), Motivated Strategies for Learning Questionnaire (MSLQ) and CLE Questionnaire. The data were analyzed by path analysis and multivariate regression. The findings showed that the class environment effected indirectly procrastination through motivational beliefs. Class atmosphere and motivational beliefs explained 28% of the procrastination variance. It also showed that the components of test anxiety and self-efficacy from motivational beliefs were predictive power of procrastination. According to these findings, motivational beliefs have a mediating role in relationship between the class climate and procrastination and should be considered in setting learning environment.
روانشناسی یادگیری
Habibollah Akbari
Volume 11, Issue 37 , October 2015, , Pages 187-205
Abstract
This article is about the effectiveness of experiential-processing therapy (emotion focused therapy) on test anxiety reduction in female high school students in Tehran. Emotion focused therapy is an integration of person-centered therapy, Gestalt therapy and experiential therapy that made by Leslie Greenberg, ...
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This article is about the effectiveness of experiential-processing therapy (emotion focused therapy) on test anxiety reduction in female high school students in Tehran. Emotion focused therapy is an integration of person-centered therapy, Gestalt therapy and experiential therapy that made by Leslie Greenberg, Robert Elliotte and Susan Gohnson. Research on EFT demonstrates that we have two systems of processing information: the rational and experiential systems. The sample of research is 70 female high school students that was chosen randomly and allocated to 2 group with 35 individuals. The experimental group received the EFT strategies in 8 sessions. The instrument is Ahvaz anxiety test questionnaire. Statistical analysis contains T-student and co-variation analysis showed that the research hypothesis (instruction of experiential-processing therapy (emotion focused therapy) on test anxiety reduction in female high school students in Tehran is effective) have proved with 99% in this research.
Mehdi Badali; Farhad Seraji; Javad Mehraban; Shahin Zibaparcham
Volume 10, Issue 32 , July 2014, , Pages 95-114
Abstract
The present research aims to study the effectiveness of e-portfolio on test anxiety and self-esteem of student. This was an experimental research with a two-group pretest-posttest design. The statistical population ...
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The present research aims to study the effectiveness of e-portfolio on test anxiety and self-esteem of student. This was an experimental research with a two-group pretest-posttest design. The statistical population included all students of the Islamic Azad University of Meshkinshahr during the semester ٢٠١٢-٢٠١٣. Using convenience sampling method, ٢ architecture classes, each having ٣٠ students, was selected. The sample population, including ٦٠ students, was randomly divided to ٢ experimental and control groups. The research instruments were the Sarason’s Test Anxiety Scale (TAS) the Coopersmith Self-Esteem Inventory. A pre-test was given to both groups at the beginning of the semester. Then, the control group was exposed to the independent variable (electronic portfolio). At the end of the semester, a post-test was applied to both groups. The collected data was analyzed using the independence t-test. The results showed that using e-portfolio is effective on reducing the students’ test anxiety (p<٠.٠٠١) and improving their self-esteem (p<٠.٠٥).
Nahid Mohammadi Darvish Baqal; Hamidreza Hatami; Hassan Asadzadeh; Hassan Ahadi
Volume 9, Issue 27 , April 2013, , Pages 50-64
Abstract
The present study aims to promote the students’ motivational beliefs with an emphasis on the role of self-regulation strategies. The type of research was quasi-experimental. 56 subjects were selected from among the female first-grade high school students in Islamshahr and were randomly assigned ...
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The present study aims to promote the students’ motivational beliefs with an emphasis on the role of self-regulation strategies. The type of research was quasi-experimental. 56 subjects were selected from among the female first-grade high school students in Islamshahr and were randomly assigned to experimental and control groups. Both groups completed questionnaires of self-efficiency, test anxiety, and educational motivation. Then, the experimental group was given ten sessions of teaching self-regulation strategies, but the control group was not. At the end, post-tests were administrated to both groups. The results showed that teaching self-regulation strategies led to increase in internal motivation and self-efficacy as well as decrease in test anxiety.
Fariborz Dortaj
Volume 9, Issue 27 , April 2013, , Pages 98-111
Abstract
Test anxiety is related to academic performance and if sever, it damages performance and leads to academic failure. The homework value as an important factor in academic achievement can affect test anxiety by goal orientation. This research aims at evaluating the direct and indirect effect of homework ...
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Test anxiety is related to academic performance and if sever, it damages performance and leads to academic failure. The homework value as an important factor in academic achievement can affect test anxiety by goal orientation. This research aims at evaluating the direct and indirect effect of homework value through goal orientation on test anxiety. The study is conducted in 2012 on 350 high school students in Kerman city who are selected through multi-stage random clustering method. The participants answered questionnaires of homework value by Pintrich and DeGroot, goal-orientation by Elliot and McGregor and Friedben test anxiety. In order to evaluate the relations between latent variables and the ones measured in the suggested model, structural equations modeling is used. The findings show that the latent variable of homework value has a direct and indirect effect on test anxiety through goal orientation. Also, all regression weights in this model are significant. The results are also indicative of direct effect of goal orientation on test anxiety.
abas abolghasemi; parvin baigi
Abstract
Background: Test anxiety involves the unpleasant experience of worry and emotionality in situations where the person feels he or she is being evaluated. Objective: The aim of the present research was to compare the efficacy of trainings of cognitive-behavior and emotion regulation skills on self- efficacy ...
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Background: Test anxiety involves the unpleasant experience of worry and emotionality in situations where the person feels he or she is being evaluated. Objective: The aim of the present research was to compare the efficacy of trainings of cognitive-behavior and emotion regulation skills on self- efficacy and academic adjustment of students with test anxiety. Method: This study was an experimental research with pre-test and post- test and control group. The sample of consisted of 60 girls with test anxiety randomly selected from the subjects who were diagnosed as with test anxiety. Subjects were assigned randomly to two experimental groups and one control group. Two techniques were used for training: cognitive- behavior training and emotion regulation skills training. The instruments employed in this research were Clinical interview, Test Anxiety Inventory, Self-efficacy Scale and California test personality. Results: The results showed that two methods training cognitive-behavior and emotion regulation training were significantly effective in reducing test anxiety and increasing self-efficacy and academic adjustment. Conclusion: The important implication is about training of cognitive- behavior strategies and skills coping with emotions in prevention of test anxiety and improvement psychology health of student.
mohamadali mohamadifar; mahmood najafi
Abstract
Formative and traditional evaluation might have different effect on educational and emotional domain in measuring student performance. The aim of the present research is the study of the effects of the evaluation types on academic achievement and test anxiety in the students of second grade of primary ...
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Formative and traditional evaluation might have different effect on educational and emotional domain in measuring student performance. The aim of the present research is the study of the effects of the evaluation types on academic achievement and test anxiety in the students of second grade of primary school. In this research we examined 108 students (boys and girls) of second grade of primary school in Tehran city. The students were selected by stratified random sampling method from four regions of Tehran department of education. Research tools in this research were one questionnaire and two Persian and Mathematical tests. The results showed that there is difference between students in academic achievement and test anxiety with considering evaluation type. In fact results showed that students evaluated with descriptive evaluation had upper scores in academic achievement and fewer scores in test anxiety. According to results, sex showed interaction with anxiety, and females with were characterized by higher scores on test anxiety. These findings are consistent with the view that descriptive evaluation is associated with high school performance and low test anxiety
anahita faraji; saeid aryapuran; Ali Abdi
Abstract
The purpose of this research was the the role of coping styles and social support in discriminating of students with high and low test anxiety. 387 of students in Azad university of Kermanshah selected by clustered sampling and filled the students coping scale and multidimensional Scale of perceived ...
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The purpose of this research was the the role of coping styles and social support in discriminating of students with high and low test anxiety. 387 of students in Azad university of Kermanshah selected by clustered sampling and filled the students coping scale and multidimensional Scale of perceived social support and test anxiety questionnaire. Results indicated that there is meaningful correlation between emotion-centered coping (r=0.514), problem-centered coping (r=-0.418) and social support(r=-0.334) with test anxiety. Results of discriminate analysis showed that emotion-centered coping, problem- centered coping and social support from family were meaningfully discriminated students with high and low test anxiety (p<0.05). But social support from friends and significant other didn’t discriminate students with high and low test anxiety.
