THE MODERATION ROLE OF COGNITIVE SELF-REGULATION SKILLS IN THE EFFECT OF ACADEMIC EFFICACY BELIEF ON TEST ANXIETY IN UNIVERSITY STUDENTS

Öner Çelikkaleli; Gülay Özsoy Çiçek

Makale detayları

THE MODERATION ROLE OF COGNITIVE SELF-REGULATION SKILLS IN THE EFFECT OF ACADEMIC EFFICACY BELIEF ON TEST ANXIETY IN UNIVERSITY STUDENTS

Yazarlar:

Öner Çelikkaleli | Gülay Özsoy Çiçek

Yayıncı:

Hatay Mustafa Kemal University

Ana Başlıklar:

Eğitim Psikolojisi

Dergi:

Hatay Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.20 Issue 52, pp.243-264

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001306755

pISSN:

2791-7789

Anahtar kelimeler:

Özet:

 This study was carried out to reveal the moderator role of cognitive self-regulation skills in the effect of academic efficacy belief on test anxiety in university students. For this purpose, data were collected from 280 university students, 157 of whom were female, 116 were male and 7 were other. Westside Test Anxiety Scale, Academic Self-Efficacy Scale and Self-regulation scale were used as data collection tools. According to the findings obtained from the research, while there is a negative significant relationship between academic self-efficacy and cognitive self-regulation and test anxiety in university students. There is a positive and significant relationship between academic efficacy belief and cognitive self-regulation. In addition, cognitive self-regulation skill plays a moderator role in the effect of academic efficacy belief on test anxiety. Accordingly, as the level of self-regulation increases low, medium, high, the negative effect of academic efficacy belief on test anxiety increases. The findings were discussed, interpreted and suggestions were made.

 This study was carried out to reveal the moderator role of cognitive self-regulation skills in the effect of academic efficacy belief on test anxiety in university students. For this purpose, data were collected from 280 university students, 157 of whom were female, 116 were male and 7 were other. Westside Test Anxiety Scale, Academic Self-Efficacy Scale and Self-regulation scale were used as data collection tools. According to the findings obtained from the research, while there is a negative significant relationship between academic self-efficacy and cognitive self-regulation and test anxiety in university students. There is a positive and significant relationship between academic efficacy belief and cognitive self-regulation. In addition, cognitive self-regulation skill plays a moderator role in the effect of academic efficacy belief on test anxiety. Accordingly, as the level of self-regulation increases low, medium, high, the negative effect of academic efficacy belief on test anxiety increases. The findings were discussed, interpreted and suggestions were made.

 This study was carried out to reveal the moderator role of cognitive self-regulation skills in the effect of academic efficacy belief on test anxiety in university students. For this purpose, data were collected from 280 university students, 157 of whom were female, 116 were male and 7 were other. Westside Test Anxiety Scale, Academic Self-Efficacy Scale and Self-regulation scale were used as data collection tools. According to the findings obtained from the research, while there is a negative significant relationship between academic self-efficacy and cognitive self-regulation and test anxiety in university students. There is a positive and significant relationship between academic efficacy belief and cognitive self-regulation. In addition, cognitive self-regulation skill plays a moderator role in the effect of academic efficacy belief on test anxiety. Accordingly, as the level of self-regulation increases low, medium, high, the negative effect of academic efficacy belief on test anxiety increases. The findings were discussed, interpreted and suggestions were made.

 Bu çalışma, üniversite öğrencilerinde akademik yetkinlik inancının sınav kaygısı üzerindeki etkisinde bilişsel öz-düzenleme becerilerinin düzenleyicilik rolünü ortaya koymak amacıyla gerçekleştirilmiştir. Bu amaçla 157si kadın, 116sı erkek ve 7si diğer olmak üzere 280 üniversite öğrencisinden veri toplanmıştır. Veri toplama aracı olarak Westside Sınav Kaygısı Ölçeği, Akademik Öz-yeterlik Ölçeği ve Öz-düzenleme Ölçeği kullanılmıştır. Araştırmadan elde edilen bulgulara göre, üniversite öğrencilerinde akademik yetkinlik ve bilişsel öz-düzenleme ile sınav kaygısı arasında negatif yönde anlamlı ilişki varken; akademik yetkinlik inancı ile bilişsel öz-düzenleme arasında pozitif yönde anlamlı bir ilişki bulunmaktadır. Ayrıca, akademik yetkinlik inancının sınav kaygısı üzerindeki etkisinde bilişsel öz-düzenleme becerisi düzenleyicilik rolü oynamaktadır. Buna göre, öz-düzenlemenin düzeyi yükseldikçe düşük, orta, yüksek akademik yetkinlik inancının sınav kaygısı üzerindeki negatif etkisi artmaktadır. Elde edilen bulgular tartışılmış, yorumlanmış ve önerilerde bulunulmuştur.

Makale detayları

THE MODERATION ROLE OF COGNITIVE SELF-REGULATION SKILLS IN THE EFFECT OF ACADEMIC EFFICACY BELIEF ON TEST ANXIETY IN UNIVERSITY STUDENTS

Yazarlar:

Öner Çelikkaleli | Gülay Özsoy Çiçek

Yayıncı:

Hatay Mustafa Kemal University

Ana Başlıklar:

Eğitim Psikolojisi

Dergi:

Hatay Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.20 Issue 52, pp.243-264

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001306755

pISSN:

2791-7789

Exam

anxiety

efficacy belief

self-regulationSınav

kaygı

yetkinlik

öz-düzenleme

Sayı

Makale detayları

Yazarlar: Öner Çelikkaleli | Gülay Özsoy Çiçek

Yayıncı: Hatay Mustafa Kemal University

Ana Başlıklar: Eğitim Psikolojisi

Dergi: Hatay Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.20 Issue 52, pp.243-264

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001306755

pISSN: 2791-7789

Sayı

Yazarlar:

Öner Çelikkaleli | Gülay Özsoy Çiçek

Yayıncı:

Hatay Mustafa Kemal University

Ana Başlıklar:

Eğitim Psikolojisi

Dergi:

Hatay Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.20 Issue 52, pp.243-264

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001306755

pISSN:

2791-7789