The Relationship between Learning Style, Test Anxiety and Academic Achievement

Autor/in	Yazici, Kubilay
Titel	The Relationship between Learning Style, Test Anxiety and Academic Achievement
Quelle	In: Universal Journal of Educational Research, 5 (2017) 1, S.61-71 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Cognitive Style; Test Anxiety; Academic Achievement; Correlation; Statistical Analysis; Foreign Countries; Social Studies; Preservice Teachers; Cooperative Learning; Likert Scales; Gender Differences; Turkey; Test Anxiety Inventory + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Examination phobia; Testangst; Prüfungsangst; Schulleistung; Korrelation; Statistische Analyse; Ausland; Gemeinschaftskunde; Kooperatives Lernen; Likert-Skala; Geschlechterkonflikt; Türkei
Abstract	This study aimed to investigate the relationship between social studies pre-service teachers' (SSPTs) learning style, test anxiety and academic achievement. A total of 315 SSPTs participated in the study. Data were collected using Turkish versions of Grasha-Reichmann learning style scale (GRLSS) and test anxiety scale (TAS) by Spielberger. According to the findings, SSPTs' academic achievements had negative and low-level relationship with the TAS' worry sub-dimension while they had no significant relationship with the emotionality sub-dimension. No statistically significant relationship was observed between test anxiety and independent, participant and avoidant learning styles, which are among GRLSS sub-dimensions. The findings revealed that competitive and cooperative learning styles had positive, low-level and significant relationship with the TAS' emotionality sub-dimension, and the same relationship was observed between the competitive learning style and the worry sub-dimension. The relationship of gender and class level with learning styles and test anxiety was also investigated in this study. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01