Family Attitude, Academic Procrastination and Test Anxiety as Predictors of Academic Achievement
In this study, the relationship between high school students' test anxiety, academic procrastination behaviours, family attitudes and academic ach.
- Pub. date: November 15, 2018
- Pages: 219-226
- 1298 Downloads
- 1768 Views
- 10 Citations
In this study, the relationship between high school students' test anxiety, academic procrastination behaviours, family attitudes and academic achievements were examined; the predicting of test anxiety, academic procrastination and family attitudes on the academic achievement was also investigated. The participants of the study were composed of 496 high school students. The end-of-term grade average of the students was defined as the criterion of their academic achievements. The students' test anxiety was measured by the Revised Test Anxiety Scale and the academic procrastination behaviours by the Academic Procrastination Scale. The family attitudes were measured by determining the frequency of the activities that support the academic achievement of the students. Data were analysed by correlation and regression methods. The findings indicate that there was a negative correlation between “achievement score” and “anxiety”, “test irrelevant thinking” and “academic procrastination” while there was a positive correlation between “achievement score” and “family attitude”. The findings also revealed that “tension”, “bodily symptoms” and “family attitude” significantly predicted the “end-of-term grade average” positively, while “worry”, “test irrelevant thinking” and “academic procrastination” significantly predicted the “achievement score” negatively. The findings were discussed in the light of literature along with the suggestions for further studies.
Keywords: Academic achievement, family attitudes, academic procrastination, test anxiety
10
References
Akin, A., Demirci, I., & Arslan S. (2012), Revize Edilmis Sinav kaygisi olcegi: Gecerlik ve guvenirlik calismasi [Revised Test Anxiety Scale: The Validity and Reliability Study]. Egitim Bilimleri ve Uygulama [Educational Sciences: Theory and Practice], 11(21), 103-118.
Alkan, V. (2011) Etkili matematik ogretiminin gerceklestirilmesindeki engellerden biri: Kaygi ve nedenleri [One of the barriers to providing effective mathematics teaching: Anxiety and its Causes]. Pamukkale Universitesi Egitim Fakultesi Dergisi [Pamukkale University Education Faculty Journal], 29, 89-107.
Aydin, U. (2017). Test Anxiety: Do gender and school-level matter? European Journal of Educational Research, 6(2), 187-197. doi: 10.12973/eu-jer.6.2.187
Balkis, M., & Duru, E. (2010). Akademik erteleme egilimi, akademik basari iliskisinde genel ve performans benlik saygisinin rolu [The role of general and performance self-esteem in relation academic procrastination and academic achievement]. Pamukkale Universitesi Egitim Fakultesi Dergisi [Pamukkale University Education Faculty Journal], 27, 159-170.
Beswick, G., Rothblum, E. D., & Mann, L. (1988). Psychological antecedents of student procrastination. Australian Psychologist, 23, 207-217.
Buyukozturk, S. (2011). Sosyal bilimler icin veri analizi el kitabi [Handbook of data analysis for social sciences] (14th Ed.). Ankara: Pegem Akademi.
Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A., & McCann, N. (2005) Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97(2), 268-274.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd Ed.) Hillsdale, NJ: Lawrence Erlbaum Associates
Culler, R. E., & Holahan, C. J. (1980). Test anxiety and academic performance: The effects of study-related behaviors. Journal of Educational Psychology, 72(1), 16-20.
Cakici, D., C. (2003). Lise ve universite ogrencilerinde genel erteleme ve akademik erteleme davranisinin incelenmesi [Examination of general procrastination and academic procrastination behavior in high school and university students] (Unpublished master’s thesis). Ankara University, Ankara, Turkey.
Cetin, N., & Ceyhan, E. (2017). Lise ogrencilerinin akademik erteleme davranislarinin surekli kaygi, akilci olmayan inanc, oz duzenleme ve akademik basari ile iliskisi [The relationship between the academic procrastination of high school students and the trait anxiety, irrational belief, selfregulation and academic achievement]. Hacettepe Universitesi Egitim Fakultesi Dergisi [Hacettepe University Journal of Education], 33(2), 460-479.
Cetinkaya, B. (2018) Hayat Bir Sinavdir. Sinav Kaygisi Ve Motivasyon [Life Is An Exam. Test Anxiety And Motivation]. Ankara: Pegem Akademi.
DeBerard, M. S., Spielmans, G. I., & Julka, D, C. (2004) Predictors of academic achievement and retention among college freshmen: a longitudinal study. College Student Journal, 38(1), 66-80.
Erfidan, S. (2015). Anestezi poliklinigine basvuran hastalarda anksiyete duzeyinin ve nedenlerinin belirlemesi [Determination of anxiety level and its causes in patients admitted to the anesthesia outpatient clinic] (Unpublished doctoral dissertation). Dokuz Eylul University, Izmir, Turkey.
Ferrari, J. R., & Scher, S. J. (2000). Toward an understanding of academis and nonacademic tasks procrastinated by students: The use of daily logs. Psychology in the Schools, 37(4), 359-366.
Haycock, L. A., McCarthy, P., & Skay, C. L. (1998). Procrastination in college students: The role of selfefficacy and anxiety. Journal of Counseling and Development, 76(3), 317-324.
Hunsley, J. (1985). Test anxiety, academic performance, and cognitive appraisals. Journal of Educational Psychology, 77(6), 678-682.
Hussain, I., & Sultan, S. (2010). Analysis of procrastination among university students. Procedia Social and Behavioral Sciences, 5, 1897–1904.
Jeynes, E., H. (2007). The relationship between parental involvement and urban secondary school student academic achievement. Urban Education, 42(1), 82-110.
Kagan, M., Cakir, O., Ilhan, T., & Kandemir, M. (2010). The explanation of the academic procrastination behaviour of university students with perfectionism, obsessive – compulsive and five factor personality traits. Procedia Social and Behavioral Sciences, 2, 2121–2125.
Kapikiran, S., & Ozgungor, S. (2009). Ergenlerin sosyal destek duzeylerinin akademik basari ve gudulenme duzeyi ile iliskileri [The relationship between the social support and the achievement and motivation of adolescents]. Cocuk ve Genclik Ruh Sagligi Dergisi [Turkish Journal of Child and Adolescent Mental Health, 16(1), 21-30.
Karasar, N. (2016). Bilimsel Arastirma Yontemi [Scientific Research Method]. Ankara: Nobel Yayincilik.
Keceli-Kaysili, B. (2008). Akademik basarinin arttirilmasinda aile katilimi [Family participation in increasing academic achievement]. Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi [Journal of Ankara University Faculty of Educational Sciences Special Education], 9(1), 69-83.
Khajehpour, M. (2001). Relationship between emotional intelligence, parental involvement and academic performance of high school students, Procedia Social and Behavioral Sciences, 15, 1081–1086.
Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26–33.
Kljajic, K., & Gaudreau, P. (2018) Does it matter if students procrastinate more in some courses than in others? A multilevel perspective on procrastination and academic achievement. Learning and Instruction, 83,193-200.
Lay, C. H. (1986). At least my research article on procrastination. Journal of Research in Personality, 20, 474-495.
Ozer, A., & Altun, E. (2011). Universite ogrencilerinin akademik erteleme nedenleri [The reasons for academic procrastination among university student]. Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi [MAKU Journal of Faculty of Education], 21, 45–72.
Rohlf, F. J., & Sokal, R. R. (1969). Statistical Tables. San Francisco: W. H. Freeman.
Sarier, Y. (2016). Turkiye’de ogrencilerin akademik basarisini etkileyen faktorler: Bir meta-analiz calismasi [The factors that affects students' academic achievement in turkey: a meta-analysis study]. Hacettepe Universitesi Egitim Fakultesi Dergisi [Hacettepe University Journal of Education], 31(3), 609-627.
Schouwenburg, H. C. (1992). Procrastinators and fear of failure: An exploration of reasons for procrastination. European Journal of Personality, 6, 225–236.
Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31, 503-509.
Szafranski, D., Barrera, T., & Norton, P. (2012). Test Anxiety Inventory: 30 years later. Anxiety, Stress, and Coping, 25(6), 667-677.
Terzi, A. R., Uyangor, N., & Dulker A. P. (2017). Academic motivation and academic procrastination: A research on formation teacher candidates. Route Educational and Social Science Journal, 4(7), 52-62.
Wesley, J. C. (1994). Effects of ability, high school achievement, and procrastinatory behavior on college performance. Educational and Psychological Measurement, 54(2), 404-408.
Yildirim, I. (2000). Akademik Basarinin yordayicisi olarak yalnizlik, sinav kaygisi ve sosyal destek. Hacettepe Universitesi Egitim Fakultesi Dergisi [Hacettepe University Journal of Education], 18, 167-176.
Yildirim, I., & Ergene, T. (2003). Lise son sinif ogrencilerinin akademik basarilarinin yordayicisi olarak sinav kaygisi, boyun egme davranislar ve sosyal destek [Social support, submissve acts, and test anxiety as predictors of academic achievement among high school students]. Hacettepe Universitesi Egitim Fakultesi Dergisi [[Hacettepe University Journal of Education], 25, 224-234.