Sınav Kaygısını Azaltmaya Yönelik Bir Psikoeğitim Programının Sekizinci Sınıf Öğrencilerinin Sınav Kaygısına Etkisi

Abstract

The aim of this study is to investigate the effectiveness of the exam anxiety psycho-education program in decreasing the exam anxiety levels of students. Design & Methodology: Experimental design with pre-test and post-test control group was used in the study. The research was conducted on 8 th grade students studying in a secondary school in Malatya province center. There are three groups in the study: the experimental group, the control group and the placebo group and there are 15 students in each group. The students in the three groups were selected on a voluntary basis. Examination Anxiety Inventory was applied as data collection tool. The non-parametric Mann Whitney-U test was performed to determine whether the scores of the experimental and control group's pre and post exam anxiety significantly differed. The non-parametric Wilcoxon Signed Ranks Test was used to determine whether the experiment, control, and placebo groups showed significant differences in exam anxiety post-test scores compared to exam anxiety pre-test scores. Findings: According to the research findings, it was concluded that the psycho-education program was effective in reducing the exam anxiety of the students. Implications & Suggestions: According to the results of the research it was found that the psycho-education program was effective in reducing the exam anxiety of students. Psycho-education programs aimed at reducing exam anxiety need to be applied more in middle school students.

The Effect of Psychoeducation Programs on Test Anxiety of Secondary Education Students in the Distance Education Process

“…According to the results, it can be asserted that the anxiety score change is supported by past studies on the usability of psychoeducation programs in the test anxiety area. It is observed that psychoeducation programs aimed at decreasing test anxiety have obtained similar results and support the present study (Alver et al, 2013;Seçer, 2013;Kaya, 2015;Taşpınar & Başgül, 2017;Karaburç & Tunç, 2017;Genç & Kutlu, 2018;Doğan, 2019;Kral, 2019, Yapan, 2021. As a result of a study conducted by Karaburç & Tunç (2017) on test anxiety, it was observed that the posttest emotionality and worry subscale data of the experimental group individuals were lower than the pretest data.…”

“…The increase in anxiety was thought to be associated with limited time until the test, decision of distance education after formal education and uncertainty of the test curriculum. In the literature it was seen that there was no change in the control group posttest data in experimental studies (Alver et al, 2011;Seçer, 2013;Kaya, 2015;Taşpınar & Başgül, 2017;Karaburç & Tunç, 2017;Genç & Kutlu, 2018;Doğan, 2019;Kral, 2019, Yapan, 2021. In addition, the fact that the individuals in the control group did not know the methods of coping with anxiety with the approach of the exam, could not manage the time well in the exams, and could not determine the most efficient study method for themselves while learning the subject they were missing may have caused their anxiety to increase.…”

“…Preventing and coping with anxiety is of great importance in terms of real performance. There are many studies that do not draw attention to the importance of coping with anxiety on the road to success and that anxiety is studied (Genç & Kutlu, 2018;Demirci & Erden, 2016;Kaya, 2015;Seçer, 2013;Bozanoğlu, 2005). It is thought that the studies will contribute to the literature in this field due to the limited number of experimental studies, the absence of only studies with female students who feel test anxiety more, the fact that the effects of educational programs can be observed better with experimental studies, cause and effect relationships can be established and they are repeatable.…”

LGS'ye COVID-19 Pandemisinde Uzaktan Eğitimle Hazırlanmak

“…Yaşamda ulaşmak istediğimiz en önemli amaç olan mutluğun (Thoilliez, 2011) sağlanmasında akademik hedeflerin gerçekleşmesinin de önemli olduğu düşünüldüğünde öğrencilerin nitelikli bir okula yerleşebilmek için mücadele etmeleri gerektiği de görülmektedir (Genç & Kutlu, 2018).…”