Expectancy Test Anxiety Based on Basic Psychological Needs and Cognitive Emotional Regulation among Students at Farhangian University

Subject Areas : Educational Psychology

Mahdieh Khalili Khezrabadi ¹ , Saeed Shafqati ² , Faeze Eshaghi Moghaddam ³ , Amin Rafiepoor ⁴

1 - کارشناسی ارشد روانشناسی بالینی، گروه روانشناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران
2 - Tehran
3 - Tehran
4 - Payame Noor University

Received: 2019-11-28 Accepted : 2020-04-13 Published : 2020-02-20

Keywords: test anxiety, Emotional regulation, psychological need,

Abstract :

Test anxiety is one of the most common problems among students. The purpose of this study was to investigate the test anxiety prediction based on fundamental psychological needs and cognitive emotion regulation in students. A total of 212 students of Urmia University of Cultural Sciences were selected by available sampling method during the academic year of 2018. They participated in this study. Data were collected by a questionnaire including Test Anxiety Inventory, Basic Psychological Needs Satisfaction Scale, and Cognitive-Emotional Regulation Strategies Questionnaire. The results of this study showed that there is a positive correlation between basic psychological needs and compromised strategies of cognitive-emotional regulation with negative anxiety test and uncomplicated strategies of cognitive emotion regulation with test anxiety. The results of hierarchical regression analysis also indicated that in the first step, the competence of 13% of the test anxiety variance was explained. In the second step, adding unstructured adjustment strategies to the regression equation, the explained variance increased to 16%. In the third step, by adding adapted strategies of adjustment, the explained variance increased to 19% and in step 4, with the addition of autonomy, the explained variance increased to 21%. Therefore, psychological interventions are required to meet the basic psychological needs and emotional cognitive adjustment in the student's test anxiety.

References:

بشارت، محمدعلی (1391). بررسی ویژگی­های سنجشی مقیاس فارسی ارضای نیازهای بنیادین روانشناختی در نمونه­ای از جامعه ایرانی. مجله علوم روانشناختی، 41 (5)، 24-6.

حسنی، جعفر (1390). پایایی و روایی فرم کوتاه پرسشنامه تنظیم شناختی هیجان. مجله تحقیقات علوم رفتاری، 9(4)، 220-240.

ذاکری، محمد؛ حسنی، جعفر و اسماعیلی، ندا (1396). اثربخشی آموزش نظم جویی فرایندی هیجان بر پریشانی روان­شناختی افراد مبتلا به ویتیلیگو.  فصلنامه روانشناسی سلامت، 6(23)، 27-39.

سلیمانی، ایمان و حبیبی، یاسر (1393). ارتباط تنظیم هیجان و تاب­آوری با بهزیستی روان شناختی در دانش آموزان. مجله روان شناسی مدرسه، 3(4)، 72-51.

صالحی، هاجر (1398). رابطه نیازهای بنیادی روانشناختی و سلامت روان جانبازان. طب جانباز، 11(22)، 88-76.

گلستانه، موسی و چگینی، ثریا (1396). بررسی رابطه بین نیازهای اساسی روانشناختی و اضطراب آمار دانشجویان رشته روانشناسی. مجله آموزش و یادگیری، 9(1)، 22-1.

مهرابی زاده، مهدی؛ نجاریان، باقر؛ ابوالقاسمی، علی؛ شکرکن، حسین. (1379). بررسی میزان همه گیر شناسی اضطراب امتحان و رابطه خود – کارآمدی و جایگاه مهار با آن با توجه به متغیر هوش. مجله علوم تربیتی و روانشناسی اهواز، 2(6)، 38-41.

هاشمی، مرضیه؛ درویزه، زهرا، یزدی، سیده منور (1398). مقایسه سرسختی روانشناختی و تنظیم شناختی هیجان در دانشجویان دارای اضطراب اجتماعی و بهنجار، مجله مطالعات روانشناختی، 15(1)، 79-64.

Aldao, A., Nolen-Hoeksema, S., & Schweizer, S. (2010). Emotion-regulation strategies across psychopathology: A meta-analytic review. Clinical psychology review, 30(2), 217-237.

Aldao, A., Sheppes, G., & Gross, J. J. (2015). Emotion regulation flexibility. Cognitive Therapy and Research, 39(3), 263-278.

Besharat, MA. (2012). Investigating the Measuring Characteristics of the Persian Scale to Satisfy Fundamental Psychological Needs in a Specimen of Iranian Society. Journal of Psychological Science, 41(5), 24-6 [In Persian].

Brady, S. T., Hard, B. M., & Gross, J. J. (2018). Reappraising test anxiety increases academic performance of first-year college students. Journal of Educational Psychology, 110(3), 395-405.

Brunet, J., & Sabiston, C. M. (2009). Social physique anxiety and physical activity: A self-determination theory perspective. Psychology of Sport and Exercise, 10(3), 329-335.

Carsley, D., Charlebois, F., Titova, P., & Heath, N. L. (2020). The Role of Mindfulness Colouring and Dispositional Mindfulness on University Students’ Test Anxiety and State Mindfulness. International Journal of Whole Person Care, 7(1), 49-50.

Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L. (2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39(2), 216-236.

Deci, E. L., & Vansteenkiste, M. (2004). Self-determination theory and basic need satisfaction: Understanding human development in positive psychology. Ricerche di psicologia, 9, 179-188.

Deci, E.L., Rayan, R.M. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former eastern bloc country: A cross-cultural study of self-determination. Personality and Psychology Bulletin, 27, 930-942.

Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotionrelated self-regulation and its relation to children’s maladjustment. Annual Review of Clinical Psychology, 6(9), 495–525.

Etkin, A., Büchel, C., & Gross, J. J. (2016). Emotion regulation involves both model-based and model-free processes. Nature Reviews Neuroscience, 17(8), 532-541.

Fischer, S., & Gross, J. J. (2010). Emotion regulation and vulnerability to depression: spontaneous versus instructed use of emotion suppression and reappraisal. Emotion, 10(4), 563.

Gagne, M. (2003). The role of autonomy support and autonomy orientation in prosocial behavior engagement. Motivation and Emotion, 27(12), 199-223.

Garnefski, N., & Kraaij, V. (2006). Relationships between cognitive emotion regulation strategies and depressive symptoms: A comparative study of five specific samples. Personality and Individual Differences, 40 (8), 1659–1669.

Golestaneh, M., & Chegini, S. (2017). Investigating the Relationship between Basic Psychological Needs and Anxiety of Students in Psychology. Journal of Education and Learning, 9(1), 1-22. [In Persian].

Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1-26.

Halvari, A. E. M., Halvari, H., & Deci, E. L. (2019). Dental anxiety, oral health‐related quality of life, and general well‐being: A self‐determination theory perspective. Journal of Applied Social Psychology, 49(5), 295-306.

Hasani, J. (2011). Reliability and Validity of the Short Form of Cognitive Emotion Regulation Questionnaire. Journal of Behavioral Sciences Research, 9(4), 220-240 [In Persian].

Heather, P., Raymond, K. C., Amy, C. & Cynthia, L. (2007). The role of need fulfillment in relationship functioning and well-being: A self-determination theory perspective. Personality and Social Psychology, 3(3), 434-457.

Khalaila, R. (2015). The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: Mediating and moderating effects. Nurse Education Today, 35(3), 432-438.

Klemanski, D. H., Curtiss, J., McLaughlin, K. A., & Nolen-Hoeksema, S. (2017). Emotion regulation and the transdiagnostic role of repetitive negative thinking in adolescents with social anxiety and depression. Cognitive therapy and research, 41(2), 206-219.

Lavasani, M. G., & Hejazi, E. (2016). Structural Modeling on the Relationship between Basic Psychological Needs, Academic Engagement, and Test Anxiety. Journal of Education and Learning, 5(4), 44-52.

Leversen, I., Danielsen, A. G., Birkeland, M. S., & Samdal, O. (2012). Basic psychological need satisfaction in leisure activities and adolescents’ life satisfaction. Journal of Youth and Adolescence, 41(12), 1588-1599.

Mehrabi Zadeh, M. Najarian, B. Abolghasemi, A. & Shakkar, H. (1999). Epidemiological survey of test anxiety and its relationship with self-efficacy and locus of control with respect to homogeneous variables. Educational Sciences and Psychology of Ahvaz, 2(6), 38-41 [In Persian].

Mehroof, M., & Griffiths, M. D. (2019). Online gaming addiction: the role of sensation seeking, self-control, neuroticism, aggression, state anxiety, and trait anxiety. Cyberpsychology, behavior, and social networking, 13(3), 313-316.

Ntoumanis, N., Ng, J. Y., Prestwich, A., Quested, E., Hancox, J. E., Thøgersen-Ntoumani, C., & Williams, G. C. (2020). A meta-analysis of self-determination theory-informed intervention studies in the health domain: effects on motivation, health behavior, physical, and psychological health. Health Psychology Review, 2(2), 1-85.

Owens, M., Stevenson, J., Hadwin, J. A., & Norgate, R. (2012). Anxiety and depression in academic performance: An exploration of the mediating factors of worry and working memory. School Psychology International, 33(4), 433-449.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American Psychologist, 55(12), 68-78.

Saraso11, I. C. (2013). Test anxiety, worry, and cognitive interference. In Self-related cognitions in anxiety and motivation (pp. 29-44). Psychology Press.

Soleimani, E., & Habibi, Y. (2016). The relationship between emotion regulation and coping with psychological well-being in students. Journal of School Psychology, 3(4), 72-51 [In Persian].

Spielberger, C. D., Anton, W. D., & Bedell, J. (2015). The nature and treatment of test anxiety. Emotions and anxiety: New concepts, methods, and applications, 10(2), 317-344.

Thomas, C. L., Cassady, J. C., & Heller, M. L. (2017). The influence of emotional intelligence, cognitive test anxiety, and coping strategies on undergraduate academic performance. Learning and Individual Differences, 55(4), 40-48.

Vansteenkiste, M., & Ryan, R. M. (2013). On psychological growth and vulnerability: basic psychological need satisfaction and need frustration as a unifying principle. Journal of psychotherapy integration, 23(3), 263-271.

Vine, V., Bernstein, E. E., & Nolen-Hoeksema, S. (2018). Less is more? Effects of exhaustive vs. minimal emotion labelling on emotion regulation strategy planning. Cognition and Emotion, 12(6), 22-30.

Zakeri, M. M, Hassani, J, Ismaili, N. (2016). The Effectiveness of Emotion Process Regulation Training on Psychological Distress in People with Vitiligo. Journal of Health Psychology, 6(23), 27-39 [In Persian].

Aldao, A., Nolen-Hoeksema, S., & Schweizer, S. (2010). Emotion-regulation strategies across psychopathology: A meta-analytic review. Clinical psychology review, 30(2), 217-237.

Aldao, A., Sheppes, G., & Gross, J. J. (2015). Emotion regulation flexibility. Cognitive Therapy and Research, 39(3), 263-278.

Besharat, MA. (2012). Investigating the Measuring Characteristics of the Persian Scale to Satisfy Fundamental Psychological Needs in a Specimen of Iranian Society. Journal of Psychological Science, 41(5), 24-6 [In Persian].

Brady, S. T., Hard, B. M., & Gross, J. J. (2018). Reappraising test anxiety increases academic performance of first-year college students. Journal of Educational Psychology, 110(3), 395-405.

Brunet, J., & Sabiston, C. M. (2009). Social physique anxiety and physical activity: A self-determination theory perspective. Psychology of Sport and Exercise, 10(3), 329-335.

Carsley, D., Charlebois, F., Titova, P., & Heath, N. L. (2020). The Role of Mindfulness Colouring and Dispositional Mindfulness on University Students’ Test Anxiety and State Mindfulness. International Journal of Whole Person Care, 7(1), 49-50.

Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L. (2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39(2), 216-236.

Deci, E. L., & Vansteenkiste, M. (2004). Self-determination theory and basic need satisfaction: Understanding human development in positive psychology. Ricerche di psicologia, 9, 179-188.

Deci, E.L., Rayan, R.M. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former eastern bloc country: A cross-cultural study of self-determination. Personality and Psychology Bulletin, 27, 930-942.

Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotionrelated self-regulation and its relation to children’s maladjustment. Annual Review of Clinical Psychology, 6(9), 495–525.

Etkin, A., Büchel, C., & Gross, J. J. (2016). Emotion regulation involves both model-based and model-free processes. Nature Reviews Neuroscience, 17(8), 532-541.

Fischer, S., & Gross, J. J. (2010). Emotion regulation and vulnerability to depression: spontaneous versus instructed use of emotion suppression and reappraisal. Emotion, 10(4), 563.

Gagne, M. (2003). The role of autonomy support and autonomy orientation in prosocial behavior engagement. Motivation and Emotion, 27(12), 199-223.

Garnefski, N., & Kraaij, V. (2006). Relationships between cognitive emotion regulation strategies and depressive symptoms: A comparative study of five specific samples. Personality and Individual Differences, 40 (8), 1659–1669.

Golestaneh, M., & Chegini, S. (2017). Investigating the Relationship between Basic Psychological Needs and Anxiety of Students in Psychology. Journal of Education and Learning, 9(1), 1-22. [In Persian].

Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1-26.

Halvari, A. E. M., Halvari, H., & Deci, E. L. (2019). Dental anxiety, oral health‐related quality of life, and general well‐being: A self‐determination theory perspective. Journal of Applied Social Psychology, 49(5), 295-306.

Hasani, J. (2011). Reliability and Validity of the Short Form of Cognitive Emotion Regulation Questionnaire. Journal of Behavioral Sciences Research, 9(4), 220-240 [In Persian].

Heather, P., Raymond, K. C., Amy, C. & Cynthia, L. (2007). The role of need fulfillment in relationship functioning and well-being: A self-determination theory perspective. Personality and Social Psychology, 3(3), 434-457.

Khalaila, R. (2015). The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: Mediating and moderating effects. Nurse Education Today, 35(3), 432-438.

Klemanski, D. H., Curtiss, J., McLaughlin, K. A., & Nolen-Hoeksema, S. (2017). Emotion regulation and the transdiagnostic role of repetitive negative thinking in adolescents with social anxiety and depression. Cognitive therapy and research, 41(2), 206-219.

Lavasani, M. G., & Hejazi, E. (2016). Structural Modeling on the Relationship between Basic Psychological Needs, Academic Engagement, and Test Anxiety. Journal of Education and Learning, 5(4), 44-52.

Leversen, I., Danielsen, A. G., Birkeland, M. S., & Samdal, O. (2012). Basic psychological need satisfaction in leisure activities and adolescents’ life satisfaction. Journal of Youth and Adolescence, 41(12), 1588-1599.

Mehrabi Zadeh, M. Najarian, B. Abolghasemi, A. & Shakkar, H. (1999). Epidemiological survey of test anxiety and its relationship with self-efficacy and locus of control with respect to homogeneous variables. Educational Sciences and Psychology of Ahvaz, 2(6), 38-41 [In Persian].

Mehroof, M., & Griffiths, M. D. (2019). Online gaming addiction: the role of sensation seeking, self-control, neuroticism, aggression, state anxiety, and trait anxiety. Cyberpsychology, behavior, and social networking, 13(3), 313-316.

Ntoumanis, N., Ng, J. Y., Prestwich, A., Quested, E., Hancox, J. E., Thøgersen-Ntoumani, C., & Williams, G. C. (2020). A meta-analysis of self-determination theory-informed intervention studies in the health domain: effects on motivation, health behavior, physical, and psychological health. Health Psychology Review, 2(2), 1-85.

Owens, M., Stevenson, J., Hadwin, J. A., & Norgate, R. (2012). Anxiety and depression in academic performance: An exploration of the mediating factors of worry and working memory. School Psychology International, 33(4), 433-449.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American Psychologist, 55(12), 68-78.

Saraso11, I. C. (2013). Test anxiety, worry, and cognitive interference. In Self-related cognitions in anxiety and motivation (pp. 29-44). Psychology Press.

Soleimani, E., & Habibi, Y. (2016). The relationship between emotion regulation and coping with psychological well-being in students. Journal of School Psychology, 3(4), 72-51 [In Persian].

Spielberger, C. D., Anton, W. D., & Bedell, J. (2015). The nature and treatment of test anxiety. Emotions and anxiety: New concepts, methods, and applications, 10(2), 317-344.

Thomas, C. L., Cassady, J. C., & Heller, M. L. (2017). The influence of emotional intelligence, cognitive test anxiety, and coping strategies on undergraduate academic performance. Learning and Individual Differences, 55(4), 40-48.

Vansteenkiste, M., & Ryan, R. M. (2013). On psychological growth and vulnerability: basic psychological need satisfaction and need frustration as a unifying principle. Journal of psychotherapy integration, 23(3), 263-271.

Vine, V., Bernstein, E. E., & Nolen-Hoeksema, S. (2018). Less is more? Effects of exhaustive vs. minimal emotion labelling on emotion regulation strategy planning. Cognition and Emotion, 12(6), 22-30.

Zakeri, M. M, Hassani, J, Ismaili, N. (2016). The Effectiveness of Emotion Process Regulation Training on Psychological Distress in People with Vitiligo. Journal of Health Psychology, 6(23), 27-39 [In Persian].