Amin Rafiepoor; saeid Shafaqati; Ali Abedini; Tayebeh Jafari
Abstract
Abstract Test anxiety is a disorder that reduces the performance of students. The purpose of this study was to investigate the prediction of test anxiety based on the difficulty dimensions of emotion regulation in high school students in Tehran. The statistical population of the present study was the ...
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Abstract Test anxiety is a disorder that reduces the performance of students. The purpose of this study was to investigate the prediction of test anxiety based on the difficulty dimensions of emotion regulation in high school students in Tehran. The statistical population of the present study was the first high school students of Tehran in the year 1397. 226 of them (132 girls and 94 boys) were selected through multi-stage cluster sampling and participated in this study. Data gathering tools included Spielberger Anxiety Scale (1980) and Difficulty Emotion Regulation Scale (2004). Pearson correlation analysis and Multiple Regression were used to analyze the data. The results of correlation test showed that dimensions of difficulty in emotion regulation were positively correlated with test anxiety. The results of multivariate regression analysis indicated that the difficulty dimensions of emotion regulation play a significant role in explaining the variance of students' test anxiety. Therefore, it is necessary to direct psychological interventions to improve emotional regulation in relation to reducing test anxiety in students .
Mania Isabakhsh; Ali Akbar Seif; Fariborz Dortaj
Volume 12, Special Issue , June 2018, , Pages 69-77
Abstract
This survey is done in order to determining the effect of emotional regulation on academic resilience and test anxiety of high school female students. The method of this study is a kind of pre and post-test experiment with group control. For this purpose, 40 students from 31 schools were selected ...
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This survey is done in order to determining the effect of emotional regulation on academic resilience and test anxiety of high school female students. The method of this study is a kind of pre and post-test experiment with group control. For this purpose, 40 students from 31 schools were selected after performing the screening pre-test and put into two groups (group one: with emotion regulation trainings, group two: without training) randomly. The first group then received ten training sessions while the other did not get any training. For pre and post-tests, academic resilience and test anxiety questionnaires were applied. Data then were analyzed using Analysis of Covariance test. Results showed that emotional regulation is effective on reducing test anxiety and enhancing academic resilience.
Baharak Hamedi; Ali Akbar Seif; Alireza kiamanesh
Abstract
In this study, has been studied the effectiveness of close-reading strategies training on comprehension and test anxiety of students. The method of this research was the experimental design, using a pre and post-test exam with the control group. The statistical population of the study were female students ...
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In this study, has been studied the effectiveness of close-reading strategies training on comprehension and test anxiety of students. The method of this research was the experimental design, using a pre and post-test exam with the control group. The statistical population of the study were female students of 8th grade of district 5 Tehran city in 1395-96, and selected by cluster sampling method and randomly selected in 2 experiment groups & 2 control groups (a total of 4 groups). In the pre and post-test, subjects evaluated using the researcher - made test, comprehension and Friedban anxiety Questionnaire (1997). Experimental groups taught to training basic techniques of close reading during 8 sessions. During this period, the control groups did not receive this training. The results were analyzed using Covariance analysis showed as a result of close reading training there is a significant difference in the comprehension and anxiety of the test in the experimental groups than control groups in pre and post-test (p<0.05). Therefore, close-reading strategies training can increase comprehension scores and have a reduction effect on students ' anxiety test. Due to its usefulness, it can used as a study method in schools.
