Volume 21, Issue 2 (7-2023)
RBS 2023, 21(2): 352-360 |
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Khaleghi M, Sharifi H P, Taghvaei D, pirani Z. Presenting the Exam Anxiety Model Based on Thinking Styles and Learning Styles with the Mediation of Academic Self-Efficacy. RBS 2023; 21 (2) :352-360
URL: http://rbs.mui.ac.ir/article-1-1450-en.html
URL: http://rbs.mui.ac.ir/article-1-1450-en.html
1- PhD Student, Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran.
2- Associate Professor, Department of Psychology and Psychometrics, Roodehen Branch, Islamic Azad University, Roodehen, Iran. ,hpssr@yahoo.com
3- Associate Professor, Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran.
4- Assistant Professor, Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran.
2- Associate Professor, Department of Psychology and Psychometrics, Roodehen Branch, Islamic Azad University, Roodehen, Iran. ,
3- Associate Professor, Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran.
4- Assistant Professor, Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran.
Abstract: (479 Views)
Aim and Background: Considering that anxiety, especially test anxiety, has a decisive role in people's learning and performance, the investigation of factors affecting it has been discussed by researchers, therefore; The aim of the current research is to provide a model of exam anxiety based on thinking styles and learning styles with the mediation of academic self-efficacy.
Materials and Methods: The current research method is descriptive and correlational. For the research, a sample size of 400 people was selected in a multi-stage cluster. To collect information from Ahvaz Anxiety Scale Questionnaire, Learning Styles Questionnaire (ILS), Sternberg and Wagner's list of thinking styles and Scherer's general self-efficacy questionnaire were used. Path analysis method and Imus program were used to analyze the findings.
Findings: The results of the path analysis showed that learning styles and thinking styles play a predictive role on test anxiety with the mediation of self-efficacy.
Conclusion: It seems that the presented model has a good fit and both learning styles and thinking styles have a decisive role on exam anxiety with the mediation of test anxiety.
Materials and Methods: The current research method is descriptive and correlational. For the research, a sample size of 400 people was selected in a multi-stage cluster. To collect information from Ahvaz Anxiety Scale Questionnaire, Learning Styles Questionnaire (ILS), Sternberg and Wagner's list of thinking styles and Scherer's general self-efficacy questionnaire were used. Path analysis method and Imus program were used to analyze the findings.
Findings: The results of the path analysis showed that learning styles and thinking styles play a predictive role on test anxiety with the mediation of self-efficacy.
Conclusion: It seems that the presented model has a good fit and both learning styles and thinking styles have a decisive role on exam anxiety with the mediation of test anxiety.
Type of Study: Research |
Subject:
Special
Received: 2023/01/24 | Accepted: 2023/09/10 | Published: 2023/07/1
Received: 2023/01/24 | Accepted: 2023/09/10 | Published: 2023/07/1
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