The Relationship between Academic Self -Regulation and Responsibility with Test Anxiety in Female Students

Subject Areas : Educational Science

عباسعلی حسین خانزاده ¹ (گروه روانشناسی دانشگاه گیلان-دکتری روانشناسی و آموزش کودکان استثنایی)
mahboobe Taher ² (Assistant Professor of Psychology, Shahrood Branch, Islamic Azad University, Shahrood, Iran)
Seyyedeh Zahra Seyyed Noori ³ (M.A. in Psychology, University of Guilan, Rasht, Iran)
zohreh Habibi ⁴ (M.A. in Psychology, University of Guilan, Rasht, Iran)
ۤFatemeh Behzadfar ⁵ (M.A. in Psychology, Islamic Azad University of Rasht, Rasht, Iran)

Received: 2017-05-22 Accepted : 2018-01-07 Published : 2003-12-22

Keywords: Anxiety, responsibility, female students, Academic self-regulation,

Abstract :

Test anxiety is a tension mode that can lead to reduction of academic performance, poor learning, and level of grades. The aim of this study was to investigate the relationship between academic self-regulation and responsibility with test anxiety in female students. Design of research was descriptive from correlational method. The statistical population included all of female high school students of Rasht city in 2013-2014 academic years that 128 students were selected by multistage cluster sampling method and they completed academic self-regulation (Kanel & Ryan, 1987), responsibility (Kordloo, 2010), and test anxiety (Abolghasemi, 2000) scales. Results of the Pearson of correlation coefficient showed there are significant negative correlation between test anxiety with total score of self-regulation and subscales internal self-regulation and intrinsic motivation and positive significant relationship with extrinsic motivation (p<0/05). Also the results showed there significant negative correlation between test anxiety with subscales sense of security, self-esteem, a sense of belonging and, responsibility (internal commitment) there is a significant negative correlation (p<0/05). Results of regression analysis showed that among predictor variables, subscales internal self-regulation, intrinsic motivation, and responsibility (internal commitment) could be predict 35 percent of changes of test anxiety of female students hierarchically. The test anxiety can be managed by strengthening academic self-regulation and responsibility.