Bas, Gokhan2024-11-072024-11-0720162014-3591https://doi.org/10.17583/ijep.2016.2271https://hdl.handle.net/11480/14707The 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.eninfo:eu-repo/semantics/openAccessteaching-learning conceptionstest anxietyacademic achievementcorrelation researchArticle5330833510.17583/ijep.2016.2271WOS:000407032000004N/A