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Findings show a moderate, significant negative relationship, and regression indicates self-regulation skill explains about 14.9% of the variance in test anxiety (R=.387, R2=.149, p\u003C.05).",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/exploring-the-relationship-between-self-regulation-skill-and-test-anxiety-level-of-secondary-school-students/596308/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/exploring-the-relationship-between-self-regulation-skill-and-test-anxiety-level-of-secondary-school-students/596308.png","ImageObject",300,407,{"name":42,"@type":43},"Guten 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Self-Regulation Skill and Test Anxiety Level of Secondary School Students  \nGürbüz Ocak *, Burcu Karafil** and Fatma Akar ***  \nAbstract  \nThis research studied the relationship between self-regulation skills and test anxiety level of secondary school students. The sample of the study, which was designed as a correlational research design, consisted of 234 7th and 8th grade secondary school students. The students were studying at different secondary schools in Aksehir District, Konya Türkiye in the 2020-2021 academic year. To collect the research data, the “Perceived Self-Regulation Scale” developed by Arslan and Gelisli (2015) and the “Westside Anxiety Scale” developed by Totan (2018) were used. Cronbach Alpha reliability of the scales were found as .97 and .94, respectively. As a result of the analyses, a moderate significant negative relationship was found between the self-regulation skills and the test anxiety levels of the students. In addition, simple linear regression analysis results showed that students’ self-regulation skill explained 14% of the total variance in test anxiety [R=.387, R2=.149, p\u003C.05].  \nKeywords: Self-regulation skill, test anxiety, secondary school students.  \n* Education Faculty, Afyon Kocatepe University, Afyon, Türkiye, [Email: gurbuzocak@gmail.com](Email: gurbuzocak@gmail.com)  \n** School of Foreign Languages, Yalova University, Yalova, Türkiye, [Email: burcu.karafil@yalova.edu.tr](Email: burcu.karafil@yalova.edu.tr)  \n*** Ministry of National Education, Türkiye, Email: [fatmaakar80@gmail.com](fatmaakar80@gmail.com)  \nIntroduction  \nEducation, which encompasses the learning and teaching knowledge and skills, is a basic and fundamental human right to all people as well as being a key factor to sustainable social, economic, and political development (McMillan & Schumacher, 2010). In todays’educational system, academic achievement of the students is given utmost importance. Academic achievement indicates whether students have accomplished the specified learning outcomes (Kumari, 2020). Furthermore, academic achievement is related to the social and economic development of the countries. Therefore, raising students with the required skills and having the best quality graduates who will be responsible for social and economic developments ofthe societies have gained importance (Alemu & Feyssa, 2020). As a result, in the learning and teaching process, it has become a necessity to measure the success level of the students’ learning achievement. Additionally, determination of academic achievement is required to have quality education and to make successful and effective interventions (Muhammedhussen, 2016). Accordingly, in education systems, examination results have been generally used in measurement and evaluation and testing of knowledge. The obtained results are used effectively in designing teaching environments, determining learning goals, and measuring students’ success. However, while some students get through this process more positively and comfortably, some students experience anxiety to some extent during or before the examination.  \nWhen the test anxiety is considered as a special type of anxiety, it is highly likely that students will experience this state of tension at every level of education. Text anxiety is a broad term that includes some psychological and behavioral responses when individuals worry about failure on the exams or similar situations (Sarason & Sarason, 1990) . It is the tendency to view exams as threatening, and predisposes the individual to experience high levels of state anxiety during assessment and measurement (Putwain & Daly, 2014) . Students experience anxiety when they fear of failure and/or worry over performance (Meijer, 2001) and during or prior to taking exams since they desire to get good marks. Previous evidence shows that test anxiety is related to poor academic performance (Romera & de la Fuente Arias, 2021); learning diffic","cbCaiiV2sNoJd9Hb","https://ap.wps.com/l/cbCaiiV2sNoJd9Hb","pdf",406500,22,"English","# Abstract\n# Introduction","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"The study investigated the relationship between students’ self-regulation skills and their test anxiety levels.\"},{\"question\":\"How many students participated, and where did they study?\",\"answer\":\"A total of 234 students in the 7th and 8th grades participated, studying at different secondary schools in Aksehir District, Konya, Turkey.\"},{\"question\":\"What was the main relationship found between self-regulation skills and test anxiety?\",\"answer\":\"Analyses showed a moderate, significant negative relationship: higher self-regulation skills were associated with lower test anxiety levels.\"}]","Exploring the Relationship between Self-Regulation Skill and Test Anxiety Level of Secondary School Students | PDF",1792082835,55]