Document Type : Research Paper
Authors
1 Department of Educational Sciences, Farhangian University, Tehran, Iran
2 Department of Assessment and Measurement. Faculty of Psychology and education. Allameh Tabataba'i University. Tehran. Iran.
Abstract
The aim of this study was to investigate the relationship between cognitive emotion regulation strategies and test anxiety with the mediation of resilience among teacher-students. The study method was descriptive correlational. The statistical population of the study included all teacher-students of Farhangian University, which 400 of them selected through Convenience Sampling method. After removing incomplete answer sheets, the sample size was 370 included 220 women (59.46%) and 150 men (40.54%). In order to collect data, Sarason’s test anxiety scale (Sarason, 1957), Cognitive emotion regulation questionnaire (Garnefski & Kraaij, 2006), and Connor- Davidon’ Resilience scale (Connor & Davidon, 2003) were implemented on them. The collected data were analyzed using multiple regression and path analysis. The multiple regression result showed that self-blame, acceptance, rumination, positive reappraisal and catastrophizing significantly predict test anxiety. In a similar way, psychological resilience as a predictor significantly predicted test anxiety negatively. Path analysis was performed to investigate the mediating effect of the psychological resilience variable. According to the results of the regression analysis, the direct effect of Positive refocusing, refocus on Planning, putting into perspective and other blame were not significant. These findings highlight the importance of focusing on mediating role of resilience and cognitive emotion regulation strategies. Resilience training interventions may be developed to help psychologists in order to support students encountering anxiety during the test.
Keywords
Main Subjects
)