Analysis of Structural Relationships of Self-differentiation Training With Test Anxiety and Self-efficacy Beliefs
Subject Areas : Educationalطهمورث آقاجانی 1 , سارا نعیمی 2 , بهزاد شوقی 3
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Keywords: Self-efficacy, high school students, self-differentiation, test anxiety, education environment,
Abstract :
The aim of the present research was the analysis the structural relationships of self-differentiation training with exam anxiety and self-efficacy beliefs among female students in Saveh city. The statistical Population of research included 470 female students in Saveh city during the academic year of 2011-12 . By using Cochran formula and classified random sampling method, 114 students were considered as the sample size. Measuring tools were Self- Differentiation Questionnaire (DSI-R) (Skorown & Schmitt , 2003), Test Anxiety Questionnaire (Sarason, 1984), and Child and Adolescent Self-Efficacy Questionnaire (SEQ-C), (Muris, 2002). Data analysis was conducted by using structural equations modeling method and with Smart PlS2 and software Lisrel 8.8 in two parts. In the first part, technical characteristics of reliability , convergent validity, and divergent validity were examined and necessary corrections were made. In the second part, the significance of coefficients of software were used to evaluate the research hypotheses . The results showed that self-differentiation have significant effect on the degree of student anxiety (P < 0.01) and also the mediating role that self-efficacy plays in the relationship between self- differentiation and student anxiety. It may be said that self- differentiation have significant effects on self-efficacy (P < 0.01) and self-efficacy on the degree of exam anxiety (P < 0.01) . Also, all the sub hypotheses that measured the effect of self- differentiation dimensions ( emotional reactions, mingling with others, personal positions and emotional faulting ) on the degree of test anxiety were confirmed (P < 0.01).