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.
faraji, A., aryapuran, S., & Abdi, A. (2010). The role of coping styles and social support in discriminating of students with high and low test anxiety. Educational Psychology, 6(19), 47-68. https://doi.org/10.22054/jep.2011.6026
MLA
faraji, A., aryapuran, S., & Abdi, A. "The role of coping styles and social support in discriminating of students with high and low test anxiety", Educational Psychology, 6, 19, 2010, 47-68. doi: 10.22054/jep.2011.6026
HARVARD
faraji A., aryapuran S., Abdi A. (2010). 'The role of coping styles and social support in discriminating of students with high and low test anxiety', Educational Psychology, 6(19), pp. 47-68. doi: 10.22054/jep.2011.6026
CHICAGO
A. faraji, S. aryapuran & A. Abdi, "The role of coping styles and social support in discriminating of students with high and low test anxiety," Educational Psychology, 6 19 (2010): 47-68, doi: 10.22054/jep.2011.6026
VANCOUVER
faraji A., aryapuran S., Abdi A. The role of coping styles and social support in discriminating of students with high and low test anxiety. Educational Psychology. 2010;6(19):47-68 (In Persian). doi: 10.22054/jep.2011.6026
