Scaling the criteria to be considered in determining exam anxiety by pairwise comparison method

Abstract

In this study, it was aimed to scale the importance level of the criteria that can be taken into consideration in determining the exam anxiety of 8 th grade students by means of pairwise comparison. Descriptive survey model was used in the research. The study group of the research consists of 100 8 th grade students studying at a randomly selected secondary school in Kilis. The data collection tool was a questionnaire in which the students in the study group were compared in pairs, that consisted of six criteria that affect exam anxiety, including the thought of failing in lessons, the effect of the social environment (family, friends and relatives), students's self-perceptions, teacher attitudes, social and physical characteristics of the school, and the thought of not being prepared for exams adequately. Data analysis was performed on a full data matrix by using equation of case III. As a result of the research, the first two criteria that most affect the exam anxiety of 8 th grade students are respectively; social and physical characteristics of the school and how students see themselves. These stimulators are respectively followed by the idea of failing in lessons and the effect of the social environment. The two criteria, which they think are the least effective on exam anxiety, are the attitudes of teachers and not being prepared for exams adequately.

Test Anxiety Among Secondary School Students and University Students

“…Such techniques as expressive writing (Lang & Lang, 2011;Relojo-Howell & Stoyanova, 2019), relaxation interventions like elevator breathing and guided relaxation (Larson et al, 2010), mindfulness and meditation activities (Duraku et al, 2023), practising of sport and physical exercises, music therapy (Ward & Smith, 2019) have been proven their effectiveness for diminishing test anxiety among students with higher test anxiety and they are appropriate even for younger students. Such types of interventions are focused mainly on how students see themselves and another effective type of intervention should be related to the change of some social and physical characteristics of the school that also affect test anxiety, according to Sari & Anil (2022). Creating a positive psycho-climate at school by means of constructive encouragement and emphasizing the students' strengths in a cosy and beautiful surrounding, may contribute to experiencing positive emotions by students and reducing their test anxiety.…”