Family Attitude, Academic Procrastination and Test Anxiety as Predictors of Academic Achievement

Abstract

In this study, the relationship between high school students' test anxiety, academic procrastination behaviours, family attitudes and academic achievements were examined; the predicting of test anxiety, academic procrastination and family attitudes on the academic achievement was also investigated. The participants of the study were composed of 496 high school students. The end-of-term grade average of the students was defined as the criterion of their academic achievements. The students' test anxiety was measured by the Revised Test Anxiety Scale and the academic procrastination behaviours by the Academic Procrastination Scale. The family attitudes were measured by determining the frequency of the activities that support the academic achievement of the students. Data were analysed by correlation and regression methods. The findings indicate that there was a negative correlation between "achievement score" and "anxiety", "test irrelevant thinking" and "academic procrastination" while there was a positive correlation between "achievement score" and "family attitude". The findings also revealed that "tension", "bodily symptoms" and "family attitude" significantly predicted the "end-of-term grade average" positively, while "worry", "test irrelevant thinking" and "academic procrastination" significantly predicted the "achievement score" negatively. The findings were discussed in the light of literature along with the suggestions for further studies.

The Effectiveness of the Token Economy to Reduce Student Academic Procrastination

“…Academic procrastination, if not minimized, will cause harm to individuals, both cognitively, affectively, and socially. According to Borekci & Uyangor (2018), academic procrastination has a negative impact on student's academic achievement at school, students who procrastinate will tend to show lower learning achievement than students who do not procrastinate. Saracaloglu et al, (2018) added that students who like to procrastinate are students who are careless, lazy, passive, and stagnant.…”

Investigating the Interrelationships among Science and Mathematics Achievement, Attitudes towards STEM, and Gender

“…As some of the previous studies related to mathematics achievement, females were also more successful in science. Bezci and Sungur-Vural (2013) conducted a large-scale study with Turkish elementary school students and they found females were more successful than males in science. On the other hand, some of the studies claimed that males' science achievement was higher than females at primary and middle school level (Altınok, 2005;Bacharach, Baumeister & Furr, 2003).…”

The association between academic stress and test anxiety in college students: The mediating role of regulatory emotional self-efficacy and the moderating role of parental expectations

“…It is a psychological state, with anxiety as the basic feature, accompanied by different emotional arousal and physiological symptoms ( Zhang et al, 2019 ; Guo et al, 2022 ). Test anxiety has negative effects on students’ academic levels and mental health, such as academic difficulties ( Ne Eman-Haviv and Bonny-Noach, 2019 ) and poor academic performance ( Borekci and Uyangor, 2018 ; Thomas et al, 2018 ), and the risk of anxiety and depression also increases ( Leadbeater et al, 2012 ). At the same time, long-term test anxiety will lead to adverse consequences for individuals’ bodies, such as sleep disorders, depression, tearfulness and eating disorders.…”