Comparison of Test Anxiety, Achievement Motivation and Academic Self-Efficacy of Twelfth Grade Male Students Based on Their Participation in Private School Tests
Subject Areas :
Education
Mahmood Rostami
1
,
Hojjatollah Fani
2
,
Ehsan Keshtvarz kondazi
3
,
Asieh Shahsavan Pour
4
1 - MA, Philosophy of Education, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran
2 - Assistant Professor, Department of Educational Sciences, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
3 - PhD Student in Educational Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
4 - MA, History and Philosophy of Education, Payam Noor University, Iran
Received: 2020-12-22
Accepted : 2021-06-16
Published : 2022-08-23
Keywords:
academic self-efficacy,
Achievement Motivation,
Test Anxiety,
private school tests,
Abstract :
Introduction: This research is conducted with purpose of comparing test anxiety, achievement motivation, and academic self-efficacy of the male students at the twelfth grade based on their participation in private school tests.
research methodology: The causal-comparative research method which is a descriptive method is chosen and the sampling is done based on available samples. The statistical society includes all male students at twelfth grade studying mathematics-physics in Marvdasht during study years of 2018-2019. The statistical sample includes 67 students taking tests and 34 students not taking tests chosen among two available schools. Data is gathered using three questionnaires; academic self-efficacy (ASEQ), test anxiety (TAI), and achievement motivation (AMT). The data is analysed using two categories of descriptive and inferential tests. The box plot graph and the T student test was used (with integrated variances or relatively discrete) to compare the averages. The data analysis is performed using SPSS 24.
Findings: The findings of the research show meaningful difference between the achievement motivation and the test anxiety based on tests taken in private institutions. But no meaningful difference was found between the academic self-efficacy of students taking the tests and not taking the tests.
Conclusion: Based on the findings of this research, it is concluded that the tests in private institutions is affecting the achievement motivation and the test anxiety but they have no effect on the academic self-efficacy of the students.
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