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Year 2024, Volume: 9 Issue: 1, 34 - 44

İzzet Kurbanoglu Özlem Şimşek Öznur Azızıoglu Gümüş

https://doi.org/10.32568/jfce.1439556

Abstract

References

  • Beller, M., & Gafni, N. (2000). Can item format (multiple choice vs. open-ended) account for gender differences in mathematics achievement? Sex Roles: A Journal of Research, 42(1-2), 1–21. https://doi.org/10.1023/A:1007051109754
  • Benjamin, M., McKeachie, W.J., Lin, Y.G., & Holinger, D. P. (1981). Test anxiety: Deficits in information processing. Journal of Educational Psychology, 73(6), 816-824. https://doi.org/10.1037/0022-0663.73.6.816
  • Birenbaum, M., & Feldman, R. A. (1998). Relationships between learning patterns and attitudes towards two assessment formats. Educational Research, 40(1), 90-98. https://doi.org/10.1080/0013188980400109
  • Birenbaum, M., & Rosenau, S. (2006). Assessment preferences, learning orientations, and learning strategies of pre‐service and in‐service teachers. Journal of Education for Teaching, 32(2), 213-225. https://doi.org/10.1080/02607470600655300
  • Brew, E. A., Nketiah, B., & Koranteng, R. (2021). A literature review of academic performance, an insight into factors and their influences on academic outcomes of students at senior high schools. Open Access Library Journal, 8, 1-14. https://doi.org/10.4236/oalib.1107423
  • Bridgeman, B., & Lewis, C. (1994). The relationship of essay and multiple-choice scores with grades in college courses. Journal of Educational Measurement, 31(1), 37-50. https://doi.org/10.1111/j.1745-3984.1994.tb00433.x
  • Dodeen, H. (2009). Test-related characteristics of uaeu students: test-anxiety, test-taking skills, guessing, attitudes toward tests, and cheating. Journal of Faculty of Education, 26, 31-66. http://search.shamaa.org/PDF/Articles/TSIjre/JfeNo26Y2009/jfe_2009-n26_031-066_eng.pdf
  • Entwistle, N., & Entwistle, A. (1991). Contrasting forms of understanding for degree examinations: The student experience and its implications. Higher Education, 22(2), 205-227. https://doi.org/10.1007/BF00132288
  • Entwistle, N., & Tait, H. (1995). Approaches to studying and perceptions of the learning environment across disciplines. New Directions for Teaching and Learning, 64, 93-103. https://doi.org/10.1002/tl.372199564133
  • Hambleton, R. K., Swaminathan, H., & Rogers, H. J. (1991). Fundamentals of item response theory (Vol. 2). Sage.
  • Harlen, W., & Deakin Crick, R. (2003). Testing and motivation for learning. Assessment in Education: principles, policy & practice, 10(2), 169-207. https://doi.org/10.1080/0969594032000121270
  • Hensen, C., & Barbera, J. (2019). Assessing affective differences between a virtual general chemistry experiment and a similar hands-on experiment. Journal of Chemical Education, 96(10), 2097-2108. https://doi.org/10.1021/acs.jchemed.9b00561
  • Horwitz, E. K., & Young, D. J. (Eds.). (1991). Language anxiety: From theory and research to classroom implications. Englewood Cliffs, NJ: Prentice-Hall. https://doi.org/10.17051/ilkonline.2018.419353
  • Idris, F., Hassan, Z., Ya’acob, A., Gill, S. K., & Awal, N. A. M. (2012). The role of education in shaping youth's national identity. Procedia-Social and Behavioral Sciences, 59, 443-450. https://doi.org/10.1016/j.sbspro.2012.09.299
  • Kılıç, Z., & Çetin, S. (2018). Investigation of students’ examination type preferences in terms of some variables. Elementary Education Online, 17(2), 1051-1065. https://doi.org/10.17051/ilkonline.2018.419353
  • Kubiszyn, T., & Borich, G. (2003). Educational testing and measurement: classroom application and practice. USA: John Wiley and Sons.
  • Kumandaş, H., & Kutlu, Ö. (2014). The risk factors caused by exams used for student selection and placement into higher education on the academic performance. Turkish Journal of Psychology, 29(74), 15-31. https://psikolog.org.tr/tr/yayinlar/dergiler/1031828/tpd1300443320140000m000046.pdf
  • Kurbanoğlu, N. İ., & Olcaytürk, M. (2023). Investigation of the exam question types attitude scale for secondary school students: development, validity, and reliability. Sakarya University Journal of Education, 13(2), 191-206. https://doi.org/10.19126/suje.1187470
  • Kurbanoğlu, N. İ., & Takunyacı, M. (2017). The test-taking motivation of university students: The validity and reliability study of the Student Opinion Scale. Journal of Human Sciences, 14(2), 2099-2110. https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/4535/2238
  • Lamas, H. A. (2015). School Performance. Propósitosy Representaciones, 3(1), 313-386. https://dx.doi.org/10.20511/pyr2015.v3n1.74
  • Neemati, N., Hooshangi, R., & Shurideh, A. (2014). An investigation into the learners’ attitudes towards factors affecting their exam performance: A case from Razi University. Procedia-Social and Behavioural Sciences, 98, 1331–1339. https://doi.org/10.1016/j.sbspro.2014.03.550
  • Önder, O. (2008). Influence of exam preparation wıth multiple choice and essay type questions on mathematics achievement and test anxiety levels (Master Thesis, No: 231840).
  • Pehlivan, E. B. (2011). Investigation of answering behaviours to the items of multiple-choice Turkish test (Master Thesis, No: 302021).
  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications, 2nd edition. Upper Saddle River, NJ: MerrillPrentice-Hall
  • Popham, W. J. (1999). Why standardized test scores don’t measure educational quality. Educational Leadership, 56(6), 8-15. https://www.ascd.org/el/articles/why-standardized-tests-dont-measure-educational-quality
  • Pour-Mohammadi, M., & Abidin, M. J. Z. (2011a). Attitudes towards teaching and learning test-taking strategies for reading comprehension tests: the case of Iranian EFL undergraduates. Journal of Studies in Education, 1(1), 1-12. http://dx.doi.org/10.5296/jse.v1i1.1028
  • Rasul, S., & Bukhsh, Q. (2011). A study of factors affecting students’ performance in examination at university level. Procedia-Social and Behavioral Sciences, 15, 2042-2047. https://doi.org/10.1016/j.sbspro.2011.04.050
  • Reteguiz, J. (2006). Relationship between anxiety and standardized patient test performance in the medicine clerkship. Journal of General Internal Medicine, 21, 415-418. https://doi.org/10.1111/j.1525-1497.2006.00419.x
  • Rheinberg, F. (1995). Motivation. Stuttgart: Kohlhammer.
  • Scouller, K. M., & Prosser, M. (1994). Students' experiences in studying for multiple-choice questions examinations. Studies in Higher Education, 19, 267-279. https://doi.org/10.1080/03075079412331381870
  • Smith, J. A. (1997). An examination of test-taking attitudes and response distortion on a personality test (Doctoral dissertation, Virginia Tech). https://vtechworks.lib.vt.edu/server/api/core/bitstreams/5f68676a-da02-420d-a406-3e37dc6382c2/content
  • Sothan, S. (2019). The determinants of academic performance: evidence from a Cambodian University. Studies in Higher Education, 44(11), 2096-2111. https://doi.org/10.1080/03075079.2018.1496408
  • Struyven, K., Dochy, F., & Jansens, S. (2005). Students’ perceptions about assessment in higher education: A review. Assessment and Evaluation in Higher Education, 30(4), 325-341. https://doi.org/10.1080/02602930500099102
  • Sundre, D. L., & Finney S. J. (2002). Enhancing the validity and value of learning assessment: Furthering the development of a motivation scale. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
  • Tadese, M. Yeshaneh, A., & Baye, M. G. (2022). Determinants of good academic performance among university students in Ethiopia: a cross‑sectional study. BMC Medical Education, 22(1), 2-9. https://doi.org/10.1186/s12909-022-03461-0
  • Talib, N., & Sansgiry, S. S. (2012). Determinants of academic performance of university students. Pakistan Journal of Psychological Research, 27(2), 265-278. https://pjpr.scione.com/cms/abstract.php?id=352
  • Wiggins, G., & McTighe, J. (2005). Understanding by design (2e). Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
  • Wolf, L. F., & Smith, J. K. (1993, April). The effects of motivation and anxiety on test performance. Paper presented at the annual meeting of the American Educational Research Association, Atlanta.
  • Young, D. J. (1999). Affect in foreign language and second language learning. Boston, MA: McGraw-Hill.
  • Zeidner, M. (1987). Essay versus multiple-choice type classroom exams: The students’ perspectives. Journal of Educational Research, 80(6), 352-358. https://doi.org/10.1080/00220671.1987.10885782
  • Zeidner, M. (2004). Test anxiety: spielberger CD (Ed.), Encyclopedia of Applied Psychology (ss. 545- 556). New York: Elsevier.
  • Zeidner, M. (2010). Test anxiety. The Corsini encyclopedia of psychology, pp. 1–3.

Relationship between Anxiety, Attitude, Test Motivation, and Exam Success Regarding Exam Question Type: An Investigation of Middle School Learners

Year 2024, Volume: 9 Issue: 1, 34 - 44

İzzet Kurbanoglu Özlem Şimşek Öznur Azızıoglu Gümüş

https://doi.org/10.32568/jfce.1439556

Abstract

The present study examined the relationship between anxiety about exam question types and students’ attitudes, test motivation, and exam success. The sample was 121 middle school pupils in Sakarya, Turkey, aged 11 to 15 years. Data obtained from scales on attitude, anxiety, and test motivation were analyzed using Pearson correlation coefficients and regression analyses. The findings indicate that anxiety about exam question type was significantly negatively related to attitude, test motivation, and exam success. Moreover, attitudes about question type were significantly positively related to test motivation and exam success, and test motivation was also significantly positively related to exam success. Regression analysis results showed that students' anxiety about exam question types was predicted by their attitudes and exam success but was not predicted by test motivation.

Keywords

Anxiety Attitude Exam question types and Test motivation

References

  • Beller, M., & Gafni, N. (2000). Can item format (multiple choice vs. open-ended) account for gender differences in mathematics achievement? Sex Roles: A Journal of Research, 42(1-2), 1–21. https://doi.org/10.1023/A:1007051109754
  • Benjamin, M., McKeachie, W.J., Lin, Y.G., & Holinger, D. P. (1981). Test anxiety: Deficits in information processing. Journal of Educational Psychology, 73(6), 816-824. https://doi.org/10.1037/0022-0663.73.6.816
  • Birenbaum, M., & Feldman, R. A. (1998). Relationships between learning patterns and attitudes towards two assessment formats. Educational Research, 40(1), 90-98. https://doi.org/10.1080/0013188980400109
  • Birenbaum, M., & Rosenau, S. (2006). Assessment preferences, learning orientations, and learning strategies of pre‐service and in‐service teachers. Journal of Education for Teaching, 32(2), 213-225. https://doi.org/10.1080/02607470600655300
  • Brew, E. A., Nketiah, B., & Koranteng, R. (2021). A literature review of academic performance, an insight into factors and their influences on academic outcomes of students at senior high schools. Open Access Library Journal, 8, 1-14. https://doi.org/10.4236/oalib.1107423
  • Bridgeman, B., & Lewis, C. (1994). The relationship of essay and multiple-choice scores with grades in college courses. Journal of Educational Measurement, 31(1), 37-50. https://doi.org/10.1111/j.1745-3984.1994.tb00433.x
  • Dodeen, H. (2009). Test-related characteristics of uaeu students: test-anxiety, test-taking skills, guessing, attitudes toward tests, and cheating. Journal of Faculty of Education, 26, 31-66. http://search.shamaa.org/PDF/Articles/TSIjre/JfeNo26Y2009/jfe_2009-n26_031-066_eng.pdf
  • Entwistle, N., & Entwistle, A. (1991). Contrasting forms of understanding for degree examinations: The student experience and its implications. Higher Education, 22(2), 205-227. https://doi.org/10.1007/BF00132288
  • Entwistle, N., & Tait, H. (1995). Approaches to studying and perceptions of the learning environment across disciplines. New Directions for Teaching and Learning, 64, 93-103. https://doi.org/10.1002/tl.372199564133
  • Hambleton, R. K., Swaminathan, H., & Rogers, H. J. (1991). Fundamentals of item response theory (Vol. 2). Sage.
  • Harlen, W., & Deakin Crick, R. (2003). Testing and motivation for learning. Assessment in Education: principles, policy & practice, 10(2), 169-207. https://doi.org/10.1080/0969594032000121270
  • Hensen, C., & Barbera, J. (2019). Assessing affective differences between a virtual general chemistry experiment and a similar hands-on experiment. Journal of Chemical Education, 96(10), 2097-2108. https://doi.org/10.1021/acs.jchemed.9b00561
  • Horwitz, E. K., & Young, D. J. (Eds.). (1991). Language anxiety: From theory and research to classroom implications. Englewood Cliffs, NJ: Prentice-Hall. https://doi.org/10.17051/ilkonline.2018.419353
  • Idris, F., Hassan, Z., Ya’acob, A., Gill, S. K., & Awal, N. A. M. (2012). The role of education in shaping youth's national identity. Procedia-Social and Behavioral Sciences, 59, 443-450. https://doi.org/10.1016/j.sbspro.2012.09.299
  • Kılıç, Z., & Çetin, S. (2018). Investigation of students’ examination type preferences in terms of some variables. Elementary Education Online, 17(2), 1051-1065. https://doi.org/10.17051/ilkonline.2018.419353
  • Kubiszyn, T., & Borich, G. (2003). Educational testing and measurement: classroom application and practice. USA: John Wiley and Sons.
  • Kumandaş, H., & Kutlu, Ö. (2014). The risk factors caused by exams used for student selection and placement into higher education on the academic performance. Turkish Journal of Psychology, 29(74), 15-31. https://psikolog.org.tr/tr/yayinlar/dergiler/1031828/tpd1300443320140000m000046.pdf
  • Kurbanoğlu, N. İ., & Olcaytürk, M. (2023). Investigation of the exam question types attitude scale for secondary school students: development, validity, and reliability. Sakarya University Journal of Education, 13(2), 191-206. https://doi.org/10.19126/suje.1187470
  • Kurbanoğlu, N. İ., & Takunyacı, M. (2017). The test-taking motivation of university students: The validity and reliability study of the Student Opinion Scale. Journal of Human Sciences, 14(2), 2099-2110. https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/4535/2238
  • Lamas, H. A. (2015). School Performance. Propósitosy Representaciones, 3(1), 313-386. https://dx.doi.org/10.20511/pyr2015.v3n1.74
  • Neemati, N., Hooshangi, R., & Shurideh, A. (2014). An investigation into the learners’ attitudes towards factors affecting their exam performance: A case from Razi University. Procedia-Social and Behavioural Sciences, 98, 1331–1339. https://doi.org/10.1016/j.sbspro.2014.03.550
  • Önder, O. (2008). Influence of exam preparation wıth multiple choice and essay type questions on mathematics achievement and test anxiety levels (Master Thesis, No: 231840).
  • Pehlivan, E. B. (2011). Investigation of answering behaviours to the items of multiple-choice Turkish test (Master Thesis, No: 302021).
  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications, 2nd edition. Upper Saddle River, NJ: MerrillPrentice-Hall
  • Popham, W. J. (1999). Why standardized test scores don’t measure educational quality. Educational Leadership, 56(6), 8-15. https://www.ascd.org/el/articles/why-standardized-tests-dont-measure-educational-quality
  • Pour-Mohammadi, M., & Abidin, M. J. Z. (2011a). Attitudes towards teaching and learning test-taking strategies for reading comprehension tests: the case of Iranian EFL undergraduates. Journal of Studies in Education, 1(1), 1-12. http://dx.doi.org/10.5296/jse.v1i1.1028
  • Rasul, S., & Bukhsh, Q. (2011). A study of factors affecting students’ performance in examination at university level. Procedia-Social and Behavioral Sciences, 15, 2042-2047. https://doi.org/10.1016/j.sbspro.2011.04.050
  • Reteguiz, J. (2006). Relationship between anxiety and standardized patient test performance in the medicine clerkship. Journal of General Internal Medicine, 21, 415-418. https://doi.org/10.1111/j.1525-1497.2006.00419.x
  • Rheinberg, F. (1995). Motivation. Stuttgart: Kohlhammer.
  • Scouller, K. M., & Prosser, M. (1994). Students' experiences in studying for multiple-choice questions examinations. Studies in Higher Education, 19, 267-279. https://doi.org/10.1080/03075079412331381870
  • Smith, J. A. (1997). An examination of test-taking attitudes and response distortion on a personality test (Doctoral dissertation, Virginia Tech). https://vtechworks.lib.vt.edu/server/api/core/bitstreams/5f68676a-da02-420d-a406-3e37dc6382c2/content
  • Sothan, S. (2019). The determinants of academic performance: evidence from a Cambodian University. Studies in Higher Education, 44(11), 2096-2111. https://doi.org/10.1080/03075079.2018.1496408
  • Struyven, K., Dochy, F., & Jansens, S. (2005). Students’ perceptions about assessment in higher education: A review. Assessment and Evaluation in Higher Education, 30(4), 325-341. https://doi.org/10.1080/02602930500099102
  • Sundre, D. L., & Finney S. J. (2002). Enhancing the validity and value of learning assessment: Furthering the development of a motivation scale. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
  • Tadese, M. Yeshaneh, A., & Baye, M. G. (2022). Determinants of good academic performance among university students in Ethiopia: a cross‑sectional study. BMC Medical Education, 22(1), 2-9. https://doi.org/10.1186/s12909-022-03461-0
  • Talib, N., & Sansgiry, S. S. (2012). Determinants of academic performance of university students. Pakistan Journal of Psychological Research, 27(2), 265-278. https://pjpr.scione.com/cms/abstract.php?id=352
  • Wiggins, G., & McTighe, J. (2005). Understanding by design (2e). Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
  • Wolf, L. F., & Smith, J. K. (1993, April). The effects of motivation and anxiety on test performance. Paper presented at the annual meeting of the American Educational Research Association, Atlanta.
  • Young, D. J. (1999). Affect in foreign language and second language learning. Boston, MA: McGraw-Hill.
  • Zeidner, M. (1987). Essay versus multiple-choice type classroom exams: The students’ perspectives. Journal of Educational Research, 80(6), 352-358. https://doi.org/10.1080/00220671.1987.10885782
  • Zeidner, M. (2004). Test anxiety: spielberger CD (Ed.), Encyclopedia of Applied Psychology (ss. 545- 556). New York: Elsevier.
  • Zeidner, M. (2010). Test anxiety. The Corsini encyclopedia of psychology, pp. 1–3.
There are 42 citations in total.

Details

Primary Language English
Subjects Classroom Measurement Practices
Journal Section Makaleler
Authors

İzzet Kurbanoglu 0000-0002-5340-0855

Özlem Şimşek 0000-0003-0704-1457

Öznur Azızıoglu Gümüş 0009-0002-3020-6280

Early Pub Date May 15, 2024
Publication Date
Submission Date February 21, 2024
Acceptance Date May 15, 2024
Published in Issue Year 2024 Volume: 9 Issue: 1

Cite

APA Kurbanoglu, İ., Şimşek, Ö., & Azızıoglu Gümüş, Ö. (2024). Relationship between Anxiety, Attitude, Test Motivation, and Exam Success Regarding Exam Question Type: An Investigation of Middle School Learners. Journal of Family Counseling and Education, 9(1), 34-44. https://doi.org/10.32568/jfce.1439556
AMA Kurbanoglu İ, Şimşek Ö, Azızıoglu Gümüş Ö. Relationship between Anxiety, Attitude, Test Motivation, and Exam Success Regarding Exam Question Type: An Investigation of Middle School Learners. JFCE. May 2024;9(1):34-44. doi:10.32568/jfce.1439556
Chicago Kurbanoglu, İzzet, Özlem Şimşek, and Öznur Azızıoglu Gümüş. “Relationship Between Anxiety, Attitude, Test Motivation, and Exam Success Regarding Exam Question Type: An Investigation of Middle School Learners”. Journal of Family Counseling and Education 9, no. 1 (May 2024): 34-44. https://doi.org/10.32568/jfce.1439556.
EndNote Kurbanoglu İ, Şimşek Ö, Azızıoglu Gümüş Ö (May 1, 2024) Relationship between Anxiety, Attitude, Test Motivation, and Exam Success Regarding Exam Question Type: An Investigation of Middle School Learners. Journal of Family Counseling and Education 9 1 34–44.
IEEE İ. Kurbanoglu, Ö. Şimşek, and Ö. Azızıoglu Gümüş, “Relationship between Anxiety, Attitude, Test Motivation, and Exam Success Regarding Exam Question Type: An Investigation of Middle School Learners”, JFCE, vol. 9, no. 1, pp. 34–44, 2024, doi: 10.32568/jfce.1439556.
ISNAD Kurbanoglu, İzzet et al. “Relationship Between Anxiety, Attitude, Test Motivation, and Exam Success Regarding Exam Question Type: An Investigation of Middle School Learners”. Journal of Family Counseling and Education 9/1 (May 2024), 34-44. https://doi.org/10.32568/jfce.1439556.
JAMA Kurbanoglu İ, Şimşek Ö, Azızıoglu Gümüş Ö. Relationship between Anxiety, Attitude, Test Motivation, and Exam Success Regarding Exam Question Type: An Investigation of Middle School Learners. JFCE. 2024;9:34–44.
MLA Kurbanoglu, İzzet et al. “Relationship Between Anxiety, Attitude, Test Motivation, and Exam Success Regarding Exam Question Type: An Investigation of Middle School Learners”. Journal of Family Counseling and Education, vol. 9, no. 1, 2024, pp. 34-44, doi:10.32568/jfce.1439556.
Vancouver Kurbanoglu İ, Şimşek Ö, Azızıoglu Gümüş Ö. Relationship between Anxiety, Attitude, Test Motivation, and Exam Success Regarding Exam Question Type: An Investigation of Middle School Learners. JFCE. 2024;9(1):34-4.