Teaching-L earning Conceptions and Academic Achievement: The Mediating Role of Test Anxiety

Basit Öğe Kaydı
dc.contributor.authorBas, Gokhan
dc.date.accessioned2024-11-07T13:25:26Z
dc.date.available2024-11-07T13:25:26Z
dc.date.issued2016
dc.departmentNiğde Ömer Halisdemir Üniversitesi
dc.description.abstractThe current research aimed at examining the mediating role of test anxiety in the relationship between teaching-learning conceptions and academic achievement. The correlation investigation model was adopted in this research. The participants of the research were volunteering teachers (n = 108) and students (n = 526) from five different high schools. For data collection, the teaching-learning conceptions scale (Chan & Elliott, 2004), the Westside test anxiety scale (Driscoll, 2007), and the Grade point average determination form were used. The data was analysed using hierarchical multiple regression analysis. According to the results obained, it was found that there were significant relationships amongst teaching-learning conceptions, test anxiety, and academic achievement. Furthermore, it was concluded that test anxiety mediated the relationship between teaching-learning conceptions and academic achievement significantly.
dc.identifier.doi10.17583/ijep.2016.2271
dc.identifier.endpage335
dc.identifier.issn2014-3591
dc.identifier.issue3
dc.identifier.startpage308
dc.identifier.urihttps://doi.org/10.17583/ijep.2016.2271
dc.identifier.urihttps://hdl.handle.net/11480/14707
dc.identifier.volume5
dc.identifier.wosWOS:000407032000004
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.language.isoen
dc.publisherHipatia Press
dc.relation.ispartofInternational Journal of Educational Psychology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241106
dc.subjectteaching-learning conceptions
dc.subjecttest anxiety
dc.subjectacademic achievement
dc.subjectcorrelation research
dc.titleTeaching-L earning Conceptions and Academic Achievement: The Mediating Role of Test Anxiety
dc.typeArticle

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