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The role of psychological and academic variables in predicting transition from primary to secondary education exam achievement in Turkey
Psychology in the Schools ( IF 1.923 ) Pub Date : 2021-05-17 , DOI: 10.1002/pits.22545
Olcay Ersöz Çakir 1 , Ayşe Esra Işmen Gazioğlu 1
Affiliation  

The purpose of this study was to understand the role of academic (achievement goal orientation, academic self-efficacy) and psychological (resilience, test anxiety) variables in predicting transition from primary to secondary education (TEOG) test achievement. Participants were eighth grade students (N = 334) in Istanbul. The data was gathered via 2 × 2 achievement goal questionnaire-revised, academic self-efficacy scale, resilience scale for early adolescents, state-trait anxiety inventory and information form. Results showed that the mastery-approach, performance-approach, performance-avoidance, academic self-efficacy, psychological resilience, and trait anxiety were significant predictors of TEOG scores of the students. This study showed that the success of the national-level transition to high school exam in Turkey was strongly associated with academic variables, and also weakly associated with psychological variables.

中文翻译:

心理和学业变量在预测土耳其从小学到中学考试成绩中的作用

本研究的目的是了解学业(成就目标导向、学业自我效能感)和心理(适应力、考试焦虑)变量在预测从小学到中学 (TEOG) 考试成绩的转变中的作用。参与者是八年级学生(N = 334) 在伊斯坦布尔。数据通过 2 × 2 成就目标问卷修订版、学业自我效能感量表、早期青少年心理弹性量表、状态-特质焦虑量表和信息表收集。结果表明,掌握方法、表现方法、表现回避、学业自我效能感、心理弹性和特质焦虑是学生TEOG分数的显着预测因子。这项研究表明,土耳其国家级过渡到高中考试的成功与学业变量密切相关,与心理变量的相关性也很弱。
更新日期:2021-05-17
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