مدل رابطه علی مؤلفه‌های خودکارآمدی هیجانی با اضطراب امتحان با نقش واسطه‌ای عاطفه مثبت و منفی در دانشجویان دختر و پسر
محورهای موضوعی : روانشناسی تربیتی
کریم سواری
1
,
فاطمه فرزادی
2
,
احمد مرادی
3
1 - دانشیار گروه روان شناسی تربیتی، دانشگاه پیام نور،تهران، ایران
2 - دکتری رواشناسی تربیتی، گروه رواشناسی و علوم تربیتی، دانشگاه شهید چمران اهواز، اهواز، ایران
3 - دانشجوی دکتری رواشناسی تربیتی، گروه رواشناسی و علوم تربیتی، دانشگاه شهید چمران اهواز، اهواز، ایران
کلید واژه: عاطفه مثبت و منفی, اضطراب امتحان, خودکارآمدی هیجانی,
چکیده مقاله :
اضطراب امتحان یکی از متغیرهای جالب توجه پژوهشگران است که روی همه امورات تحصیلی تأثیرگذار است. هدف از انجام پژوهش حاضر بررسی رابطه علی بین مؤلفه‌های خودکارآمدی هیجانی با اضطراب امتحان با میانجی‌گری عاطفه مثبت و منفی در دانشجویان دانشگاه شهید چمران اهواز و مقایسه مدل در دو گروه دختر و پسر بود. جامعه آماری کلیه دانشجویان کارشناسی مشغول به تحصیل در سال 1400-1399 بود که به روش تصادفی چندمرحله‌ای 300 دانشجو ( 190دختر و 110پسر) به عنوان نمونه از میان آن‌ها انتخاب شدند. ابزارهای استفاده شده در این پژوهش، عبارت بودند از خودکارآمدی هیجانی ((ESES باورلی و همکاران (2008)، پرسش‌نامه اضطراب امتحان (FTA) فریدمن و بنداز-جاکوب (1997) و مقیاس عاطفه مثبت- منفی (PANAS) واتسون و همکاران (1998). ارزیابی مدل پیشنهادی با استفاده از مدل یابی معادلات ساختاری انجام گرفت. نتایج نشان داد که خودکارآمدی هیجانی با اضطراب امتحان و عاطفه منفی همبستگی منفی دارد، اما همبستگی خودکارآمدی هیجانی با عاطفه منفی معنادار نبود. همچنین، همبستگی اضطراب امتحان با عاطفه مثبت و ابعاد خودکارآمدی هیجانی (شناخت، درک، تنظیم و تسهیل) مثبت و معنادار بود. نتایج غیرمستقیم نشان داد که خودکارآمدی هیجانی با آزمون اضطراب از طریق عاطفه مثبت و منفی در کل نمونه (دختر و پسر) معنادار است. اما رابطه غیرمستقیم خودکارآمدی هیجانی با اضطراب امتحان از طریق عاطفه منفی در دانش‌آموزان پسر معنی‌دار نبود. همچنین نتایج تحلیل مدل چند گروهی نشان داد که باوجود یکسان بودن نمودار مسیر دخترها و پسرها، از لحاظ ضرایب مسیر بین دو گروه تفاوت معنی‌دار وجود دارد.
Test anxiety is one of the most interesting variables that affect all academic matters. The purpose of this research is to investigate the causal relationship model between the components of emotional self-efficacy and exam anxiety with the mediation of positive and negative affect among the students of Shahid Chamran University of Ahvaz and compare the model. There were two groups of boys and girls. The statistical population of all undergraduate students was studying in 2019-1400, and 300 students (190 girls and 110 boys) were selected as a sample from among them using a multi-stage random method. The tools used in this research were emotional self-efficacy (ESES) of Beverly et al. (2008), Test Anxiety questionnaire (FTA) of Friedman and Bandaz-Jacob (1997) and Positive-negative affect Scale of (PANAS) Watson et al. 1998). The evaluation of the proposed model was done using structural equation modeling. The results showed that emotional self-efficacy has a negative correlation with test anxiety and negative affect, but the correlation of emotional self-efficacy with negative affect was not significant. Also, the correlation of test anxiety with positive affect and dimensions of emotional self-efficacy (recognition, understanding, regulation and facilitation) was positive and significant. Indirect results showed that emotional self-efficacy is significant to test anxiety through positive and negative affect in the entire sample (boys and girls). But the indirect relationship of emotional self-efficacy with test anxiety through negative affect in male students was not significant. Also, the results of the analysis of the multi-group model showed that despite the fact that the path graphs of girls and boys are the same, there is a significant difference between the two groups in terms of path coefficients.
بخشی‌پور، عباس و دژکام، محمود (1384). تحلیل عاملی تأییدی مقیاس عاطفه مثبت و منفی، مجله روانشناسی، 9(4)، 351-365.
خدایاری‌فرد، محمد، منظری توکلی، وحید و فراهانی، حجت‌الله (1391) بررسی اعتبار و روایی نسخه فارسی مقیاس خودکارآمدی هیجانی. مجله روانشناسی،16(1)، 70-83.
محمدی‌شاهراجی، فاطمه و حافظیان، مریم (1397). اثربخشی گشتالت درمانی گروهی بر اضطراب اجتماعی، اضطراب امتحان و عاطفه مثبت و منفی دانشجویان دختر. نشریه علمی پژوهشی آموزش و ارزشیابی، 44، 13-29.
میرز، لاورنس؛ گامست، گلن و گارینو، جی (2006). پژوهش چند متغیری کاربردی. ترجمه حسن پاشاشریفی، ولی الله فرزاد، سیمین دخت رضاخانی، حمیدرضا حسن آبادی، بلال ایزانلو، مجتبی حبیبی (1391). تهران: انتشارات رشد.
Alkhalaf, A. M. (2018). Positive and negative affect, anxiety, and academic achievement among medical students in Saudi Arabia. Int J Emerg Ment Health, 20(2): 397-410.
Alessandri, G., Vecchione, M., & Caprara, G. V. (2015). Assessment of regulatory emotional self-efficacy beliefs: A review of the status of the art and some suggestions to move the field forward. Journal of Psycho Educational Assessment, 33(1): 24–32.
American Psychiatric Association (2013). Anxiety disorders. Diagnostic and statistical manual of mental disorders (5th ed.). http://dx.doi.org/10.1176/appi. books. 9780890425596 .dsm 05 (Washington, DC: Author).
Asayesh, H., Hosseini, M.A., Sharififard, F., & Taheri Kharameh, Z. (2018). The relationship between self-efficacy and test anxiety among the paramedical students of Qom University of Medical Sciences. Journal of Advances in Medical Education (JAMED). 1(3): 8-12.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bakhshipour, A., & Dezhkam, M. (2006). Confirmatory factor analysis of positive and negative affect scale. Journal of Psychology, 9(4): 1-15 [In Persian].
Beverly, A., Nicola S., & Schutte D. W. (2008). Development and preliminary validation of an emotional self-efficacy scale. Journal of Personality and Individual Differences, 45, 432-436.
Caprara, G. V., & Steca, P. (2005). Affective and social self-regulatory efficacy beliefs as determinants of positive thinking and happiness. European Psychologist, 10(4): 275-286.
Caprara, G., Vecchione, M., Barbaranelli, C., & Alessandri, G. (2013). Emotional stability and affective self-regulatory efficacy beliefs: Proofs of integration between trait theory and social cognitive theory. European Journal of Personality, 27(2): 145–154.
Cassady, J. C. (2004). The impact of cognitive test anxiety on text comprehension and recall in the absence of external evaluative pressure. Applied Cognitive Psychology, 18(3): 311–325.
Chae, M. S. (2015). The mediating effects of test anxiety on the relationship between socially-prescribed perfectionism and academic burnout of female college students in a dental hygiene department. Journal of Korean Academy of Oral Health, 39, 295–302.
Chin, E. C.H., Williams, M. W., Taylor, J. E., & Harvey, S.T. (2017). The influence of negative affect on test anxiety and academic performance: An examination of the tripartite model of emotions. Learning and Individual Differences, 54, 1–8.
Clark, D. A., Crandall, J. R., & Robinson, D. H. (2018). Incentives and test anxiety may moderate the effect of retrieval on learning. Learning and Individual Differences, 63, 70–77.
Cognition, Brain, Behavior. An Interdisciplinary Journal
Curtiss, J., Fulford, D., Hofmann, S. G., & Gershon, A. (2019). Network dynamics of positive and negative affect in bipolar disorder. Journal of affective disorders, 249, 270-277.
Embse, N. V., Jester, D., Roy, D., & Post, J. (2018). Test anxiety effects, predictors, and correlates: A 30-year meta-analytic review. Journal of Affective Disorders, 227, 483-493.
Friedman, I. A., & Bendas-Jacob, O. (1997). Measuring perceived test anxiety in adolescents: A self-report scale. Educational and Psychological Measurement, 57, 1035-1046.
Goetz, T., Frenzel, A. C., Hall, N. C., & Pekran, R. (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33, 9-33.
Howard, E. (2020). A review of the literature concerning anxiety for educational assessments. Of qual research report. Retrieved January 20, 2021, from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/865832/A_review_of_the_literature_concerning_anxiety_for_educational_assessment.pdf
Hu, L., & Bentler, P. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6(1): 1-55.
Jerrim, J. (2022). Test anxiety: Is it associated with performance in high-stakes examinations? Oxford Review of Education, 1-21.
Kirk, B. A., Schutte, N. S., & Hine, D. W. (2008). Development and preliminary validation of an emotional self-efficacy scale. Personality and Individual Differences, 45(5): 432–436.
Khodayarifard, M., Manzari Tavakoli, V., & Farahani, H. (2012). Reliability and validity of the persian version of emotional self-efficacy scale. Journal of Psychology, 16, 70-83 [In Persian].
Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford Press.
Lotz, C., & Sparfeldt, J. R. (2017). Does test anxiety increase as the exam draws near? – Students' state test anxiety recorded over the course of one semester. Personality and Individual Differences, 104, 397-400.
Lu, H., Hu, Y. P., & Gao, J. J. (2016). The effects of computer self-efficacy, training satisfaction and test anxiety on attitude and performance in computerized adaptive testing. Computers & Education, 100, 45-55.
Maier, A., Schaitz, C., Kröner, J., Berger, A., Keller, F., Beschoner, P., & Sosic-Vasic, Z. (2021). The Association between test anxiety, self-efficacy, and mental images among university students: Results from an online survey. Frontiers in Psychiatry, 12, 1-15.
Malespina, A., & Singh, C. (2022). Gender differences in test anxiety and self-efficacy: why instructors should emphasize low-stakes formative assessments in physics courses. European Journal of Physics, 43(3): 035701.
Mesurado, B., Vidal, E. M., & Mestre, A. L. (2018). Negative emotions and behaviour: The role of regulatory emotional self-efficacy. Journal of Adolescence. 64, 62–71
Mears, Lawrence S., Gamest, Gl., & Garino, J. (2012). Applied Multivariate Research (Design and Interpretation) (Translated by Hasan-Papha Sharifi, Vali-Allah Farzad, Simin-Badak Reza Khani, Hamid Reza Hassan-Abadi, Bilal Isanlou and Mojtaba Habibi). Tehran: Roshd [In Persian].
Mayer, J. D., & Salovey, P. (2004). What is emotional intelligence. P. Salovey, M.A. Brackett & J. D. Mayer (Eds.), Emotional Intelligence: Key Readings on the Mayer and Salovey Model (pp. 29-61), New York: Dude Publishing.
Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. J. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 3–34). Basic Books.
Mohammadi shahraji, F. & Hafezian, M. (2019). Effectiveness of group gestalt therapy on social anxiety, test anxiety and positive and negative affection of female students. Journal of Instruction and Evaluation, 11(44): 13-29 [In Persian].
Nie, Y., Lau, S., & Liau, A. K. (2011). Role of academic self-efficacy in moderating the relation between task importance and test anxiety. Learning and Individual Differences, 21(6):736-741.
Núñez-Peñaa, M., Pellicionic, M. S., & Bono, R. (2016). Gender differences in test anxiety and their impact on higher education students’ academic achievement. Social and Behavioral Sciences, 228, 154 – 160.
Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and re-sampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879-891.
Ringeisen, T., & Buchwald, P. (2010). Test anxiety and positive and negative emotional states during an examination. Cognition Brain, Behavior Journal, 4, 431-447.
Rupani, M. P., Parikh, K. D., Trivedi, A. V., Singh, M. P., Shah, K., Parmar, K., ... & Ganveet, J. (2016). Cross-sectional study on exam anxiety among medical students of a tertiary care teaching hospital of western India. National Journal of Community Medicine, 7(05), 449-454.
Sideeg, A. (2015). Test anxiety, self-esteem, gender difference, and academic achievement: The case of the students of medical sciences at sudanese universities: (A mixed method approach). British Journal of Arts and Social Sciences, 19, 39-59.
Spielberger, C. D., & Vagg, P. R. (Eds.). (1995). Test anxiety: Theory, assessment, and treatment. Taylor & Francis.
Vahratian, A., Blumberg, S. J., Terlizzi, E. P., & Schiller, J. S. (2021). Symptoms of anxiety or depressive disorder and use of mental health care among adults during the COVID-19 pandemic—United States, August 2020–February 2021. Morbidity and Mortality Weekly Report, 70(13), 490.
Valenti, G. D., & Faraci, P. (2021). Predicting university adjustment from coping-styles, self-esteem, self-efficacy, and personality: Findings from a survey in a sample of Italian students. European Journal of Investigation in Health, Psychology and Education, 11(3): 894-907.
Vanstone, D. M., & Hicks, R. E. (2019). Transitioning to university: Coping styles as mediators between adaptive maladaptive perfectionism and test anxiety. Personality and Individual Differences. 141, 68–75.
Wadi, M., Yusoff, M. S. B., Abdul Rahim, A. F., & Lah, N. A. Z. N. (2022). Factors affecting test anxiety: a qualitative analysis of medical students’ views. BMC psychology, 10(1): 1-8.
Watson, D, Clark, L. A, & Tellegen, A. (1988). Development and validation of a brief measure of positive and negative affect: The PANAS scales, Journal of Personality and Social Psychology, 54(6), 1063-1070.
Zaheri, F., Shahoei, R., & Zaheri, H. (2012). Gender differences in test anxiety among students of guidance schools in Sanandaj, Iran. Wudpecker Journal of Medical Sciences. 1(1): 001 – 005.
_||_بخشی‌پور، عباس و دژکام، محمود (1384). تحلیل عاملی تأییدی مقیاس عاطفه مثبت و منفی، مجله روانشناسی، 9(4)، 351-365.
خدایاری‌فرد، محمد، منظری توکلی، وحید و فراهانی، حجت‌الله (1391) بررسی اعتبار و روایی نسخه فارسی مقیاس خودکارآمدی هیجانی. مجله روانشناسی،16(1)، 70-83.
محمدی‌شاهراجی، فاطمه و حافظیان، مریم (1397). اثربخشی گشتالت درمانی گروهی بر اضطراب اجتماعی، اضطراب امتحان و عاطفه مثبت و منفی دانشجویان دختر. نشریه علمی پژوهشی آموزش و ارزشیابی، 44، 13-29.
میرز، لاورنس؛ گامست، گلن و گارینو، جی (2006). پژوهش چند متغیری کاربردی. ترجمه حسن پاشاشریفی، ولی الله فرزاد، سیمین دخت رضاخانی، حمیدرضا حسن آبادی، بلال ایزانلو، مجتبی حبیبی (1391). تهران: انتشارات رشد.
Alkhalaf, A. M. (2018). Positive and negative affect, anxiety, and academic achievement among medical students in Saudi Arabia. Int J Emerg Ment Health, 20(2): 397-410.
Alessandri, G., Vecchione, M., & Caprara, G. V. (2015). Assessment of regulatory emotional self-efficacy beliefs: A review of the status of the art and some suggestions to move the field forward. Journal of Psycho Educational Assessment, 33(1): 24–32.
American Psychiatric Association (2013). Anxiety disorders. Diagnostic and statistical manual of mental disorders (5th ed.). http://dx.doi.org/10.1176/appi. books. 9780890425596 .dsm 05 (Washington, DC: Author).
Asayesh, H., Hosseini, M.A., Sharififard, F., & Taheri Kharameh, Z. (2018). The relationship between self-efficacy and test anxiety among the paramedical students of Qom University of Medical Sciences. Journal of Advances in Medical Education (JAMED). 1(3): 8-12.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bakhshipour, A., & Dezhkam, M. (2006). Confirmatory factor analysis of positive and negative affect scale. Journal of Psychology, 9(4): 1-15 [In Persian].
Beverly, A., Nicola S., & Schutte D. W. (2008). Development and preliminary validation of an emotional self-efficacy scale. Journal of Personality and Individual Differences, 45, 432-436.
Caprara, G. V., & Steca, P. (2005). Affective and social self-regulatory efficacy beliefs as determinants of positive thinking and happiness. European Psychologist, 10(4): 275-286.
Caprara, G., Vecchione, M., Barbaranelli, C., & Alessandri, G. (2013). Emotional stability and affective self-regulatory efficacy beliefs: Proofs of integration between trait theory and social cognitive theory. European Journal of Personality, 27(2): 145–154.
Cassady, J. C. (2004). The impact of cognitive test anxiety on text comprehension and recall in the absence of external evaluative pressure. Applied Cognitive Psychology, 18(3): 311–325.
Chae, M. S. (2015). The mediating effects of test anxiety on the relationship between socially-prescribed perfectionism and academic burnout of female college students in a dental hygiene department. Journal of Korean Academy of Oral Health, 39, 295–302.
Chin, E. C.H., Williams, M. W., Taylor, J. E., & Harvey, S.T. (2017). The influence of negative affect on test anxiety and academic performance: An examination of the tripartite model of emotions. Learning and Individual Differences, 54, 1–8.
Clark, D. A., Crandall, J. R., & Robinson, D. H. (2018). Incentives and test anxiety may moderate the effect of retrieval on learning. Learning and Individual Differences, 63, 70–77.
Cognition, Brain, Behavior. An Interdisciplinary Journal
Curtiss, J., Fulford, D., Hofmann, S. G., & Gershon, A. (2019). Network dynamics of positive and negative affect in bipolar disorder. Journal of affective disorders, 249, 270-277.
Embse, N. V., Jester, D., Roy, D., & Post, J. (2018). Test anxiety effects, predictors, and correlates: A 30-year meta-analytic review. Journal of Affective Disorders, 227, 483-493.
Friedman, I. A., & Bendas-Jacob, O. (1997). Measuring perceived test anxiety in adolescents: A self-report scale. Educational and Psychological Measurement, 57, 1035-1046.
Goetz, T., Frenzel, A. C., Hall, N. C., & Pekran, R. (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33, 9-33.
Howard, E. (2020). A review of the literature concerning anxiety for educational assessments. Of qual research report. Retrieved January 20, 2021, from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/865832/A_review_of_the_literature_concerning_anxiety_for_educational_assessment.pdf
Hu, L., & Bentler, P. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6(1): 1-55.
Jerrim, J. (2022). Test anxiety: Is it associated with performance in high-stakes examinations? Oxford Review of Education, 1-21.
Kirk, B. A., Schutte, N. S., & Hine, D. W. (2008). Development and preliminary validation of an emotional self-efficacy scale. Personality and Individual Differences, 45(5): 432–436.
Khodayarifard, M., Manzari Tavakoli, V., & Farahani, H. (2012). Reliability and validity of the persian version of emotional self-efficacy scale. Journal of Psychology, 16, 70-83 [In Persian].
Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford Press.
Lotz, C., & Sparfeldt, J. R. (2017). Does test anxiety increase as the exam draws near? – Students' state test anxiety recorded over the course of one semester. Personality and Individual Differences, 104, 397-400.
Lu, H., Hu, Y. P., & Gao, J. J. (2016). The effects of computer self-efficacy, training satisfaction and test anxiety on attitude and performance in computerized adaptive testing. Computers & Education, 100, 45-55.
Maier, A., Schaitz, C., Kröner, J., Berger, A., Keller, F., Beschoner, P., & Sosic-Vasic, Z. (2021). The Association between test anxiety, self-efficacy, and mental images among university students: Results from an online survey. Frontiers in Psychiatry, 12, 1-15.
Malespina, A., & Singh, C. (2022). Gender differences in test anxiety and self-efficacy: why instructors should emphasize low-stakes formative assessments in physics courses. European Journal of Physics, 43(3): 035701.
Mesurado, B., Vidal, E. M., & Mestre, A. L. (2018). Negative emotions and behaviour: The role of regulatory emotional self-efficacy. Journal of Adolescence. 64, 62–71
Mears, Lawrence S., Gamest, Gl., & Garino, J. (2012). Applied Multivariate Research (Design and Interpretation) (Translated by Hasan-Papha Sharifi, Vali-Allah Farzad, Simin-Badak Reza Khani, Hamid Reza Hassan-Abadi, Bilal Isanlou and Mojtaba Habibi). Tehran: Roshd [In Persian].
Mayer, J. D., & Salovey, P. (2004). What is emotional intelligence. P. Salovey, M.A. Brackett & J. D. Mayer (Eds.), Emotional Intelligence: Key Readings on the Mayer and Salovey Model (pp. 29-61), New York: Dude Publishing.
Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. J. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 3–34). Basic Books.
Mohammadi shahraji, F. & Hafezian, M. (2019). Effectiveness of group gestalt therapy on social anxiety, test anxiety and positive and negative affection of female students. Journal of Instruction and Evaluation, 11(44): 13-29 [In Persian].
Nie, Y., Lau, S., & Liau, A. K. (2011). Role of academic self-efficacy in moderating the relation between task importance and test anxiety. Learning and Individual Differences, 21(6):736-741.
Núñez-Peñaa, M., Pellicionic, M. S., & Bono, R. (2016). Gender differences in test anxiety and their impact on higher education students’ academic achievement. Social and Behavioral Sciences, 228, 154 – 160.
Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and re-sampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879-891.
Ringeisen, T., & Buchwald, P. (2010). Test anxiety and positive and negative emotional states during an examination. Cognition Brain, Behavior Journal, 4, 431-447.
Rupani, M. P., Parikh, K. D., Trivedi, A. V., Singh, M. P., Shah, K., Parmar, K., ... & Ganveet, J. (2016). Cross-sectional study on exam anxiety among medical students of a tertiary care teaching hospital of western India. National Journal of Community Medicine, 7(05), 449-454.
Sideeg, A. (2015). Test anxiety, self-esteem, gender difference, and academic achievement: The case of the students of medical sciences at sudanese universities: (A mixed method approach). British Journal of Arts and Social Sciences, 19, 39-59.
Spielberger, C. D., & Vagg, P. R. (Eds.). (1995). Test anxiety: Theory, assessment, and treatment. Taylor & Francis.
Vahratian, A., Blumberg, S. J., Terlizzi, E. P., & Schiller, J. S. (2021). Symptoms of anxiety or depressive disorder and use of mental health care among adults during the COVID-19 pandemic—United States, August 2020–February 2021. Morbidity and Mortality Weekly Report, 70(13), 490.
Valenti, G. D., & Faraci, P. (2021). Predicting university adjustment from coping-styles, self-esteem, self-efficacy, and personality: Findings from a survey in a sample of Italian students. European Journal of Investigation in Health, Psychology and Education, 11(3): 894-907.
Vanstone, D. M., & Hicks, R. E. (2019). Transitioning to university: Coping styles as mediators between adaptive maladaptive perfectionism and test anxiety. Personality and Individual Differences. 141, 68–75.
Wadi, M., Yusoff, M. S. B., Abdul Rahim, A. F., & Lah, N. A. Z. N. (2022). Factors affecting test anxiety: a qualitative analysis of medical students’ views. BMC psychology, 10(1): 1-8.
Watson, D, Clark, L. A, & Tellegen, A. (1988). Development and validation of a brief measure of positive and negative affect: The PANAS scales, Journal of Personality and Social Psychology, 54(6), 1063-1070.
Zaheri, F., Shahoei, R., & Zaheri, H. (2012). Gender differences in test anxiety among students of guidance schools in Sanandaj, Iran. Wudpecker Journal of Medical Sciences. 1(1): 001 – 005.
