Research Article
BibTex RIS Cite

An Explanatory Model of Test Anxiety: Psychological Resilience, Abuse, and Neglect

Year 2021, Volume: 5 Issue: 1, 53 - 70, 30.06.2021

Abstract

The main objective of this study is to investigate the relationship between middle school students' test anxiety and their psychological resilience, neglect, and abuse experiences based on a model. Under this main objective, the sub-objectives of the study include determining the relationship between the nature of test anxiety and childhood experiences, identifying the mediating characteristics of psychological resilience in reducing the impact of childhood traumas, and examining the effect of psychological resilience on test anxiety. The study, which used the correlational survey model, was conducted with 433 middle school students. The Westside Test Anxiety Scale, the Resiliency Scale for Children and Adolescents, and the Childhood Trauma Questionnaire were employed as data collection tools in the study. The AMOS software package was used for the analysis of the hypothesis test model, and the relationships between variables were examined with path analysis. As a result of the study, the goodness of fit coefficients of the conceptual model analyzed indicated that the model was valid. Emotional neglect and emotional abuse, which are sub-dimensions of the trauma scale, were significant and negative predictors of psychological resilience. In addition, the results of the bootstrap analysis showed that psychological resilience had a full mediating role in the relationship between test anxiety and emotional abuse and neglect. According to the findings of the study, it was concluded that emotional abuse and neglect, which are the sub-dimensions of childhood trauma, were factors that negatively affected the psychological resilience of students and that the high psychological resilience levels of the students reduced test anxiety. Also, psychological resilience was found to be an important mediator in reducing the effect of the consequences of childhood trauma on test anxiety.

References

  • Armstrong, M. I., Birnie-Lefcovitch, S., & Ungar, M. T. (2005). Pathways between social support, family well being, quality of parenting, and child resilience: What we know. Journal of child and family studies, 14(2), 269-281.
  • Arslan, G., & Balkıs, M. (2016). Ergenlerde duygusal istismar, problem davranışlar, öz-yeterlik ve psikolojik sağlamlık arasındaki ilişki. [The Relationship Between Emotional Maltreatment, Problem Behaviors, Psychological Resilience, and SelfEfficacy in Adolescents] Sakarya University Journal of Education, 6(1), 8-22. https://doi.org/10.19126/suje.35977
  • Arslan, G. (2015). Çocuk ve Genç Psikolojik Sağlamlık Ölçeği’nin (ÇGPSÖ) psikometrik özellikleri: Geçerlilik ve güvenirlik çalışması. [Psychometric Properties of Child and Youth Resilience Measure (CYRM-12): The Study of Reliability and Validity] Ege Eğitim Dergisi, 16(1), 1-12.
  • Aydin, U., & Bulgan, G. (2017). Çocuklarda Sınav Kaygısı Ölçeği’nin Türkce uyarlaması [Adaptation of Children’s Test Anxiety Scale to Turkish]. İlköğretim Online [Elementary Education Online], 16(2), 887-899.
  • Aydın, E. (2018). Çocukluk çağı travmatik yaşantılarının psikolojik sağlamlık ve depresyon belirtileri üzerine etkisi [The Effect Of Childhood Traumatic Experiences On Resilience And Depression Symptoms] Fatih Sultan Mehmet Vakıf Üniversitesi, Sosyal Bilimler Enstitüsü.
  • Balcı, İ. (2018). Çocukluk çağı travmaları ile baş etme yönelimli psiko-eğitim programının psikolojik sağlamlık üzerindeki etkisi [The Impact of Coping with Childhood Traumas Oriented Psycho-Education Program on Resilience] Lisansüstü Eğitim Enstitüsü (Eğitim Bilimleri).
  • Başol, G., & Zabun, E. (2014). Seviye belirleme sınavında başarının yordayıcılarının incelenmesi: Dershaneye gitme, mükemmeliyetçilik, ana-baba tutumu ve sınav kaygısı. [The Predictors of Success in Turkish High School Placement Exams: Exam Prep Courses, Perfectionism, Parental Attitudes and Test Anxiety] Kuram ve Uygulamada Eğitim Bilimleri Dergisi,[ Educational Sciences: Theory & Practice]14(1), 63-87.
  • Beck, A. T., & Emery, G. (2005). A cognitive perspective on anxiety disorders and phobias. Trans. Contact Veysel directly: Litera Publishing.
  • Bernstein, D. P., Fink, L., Handelsman, L., Foote, J., Lovejoy, M., Wenzel, K., Sapareto, E., & Ruggiero, J. (1994). Initial reliability and validity of a new retrospective measure of child abuse and neglect. The American journal of psychiatry.
  • Bindal, G. (2018). Ergenlerin psikolojik sağlamlığın (resilience), çocukluk çağındaki travma ve bağlanma stilleri ile ilişkisinin incelenmesi [The analysis of the relationship between the resilience of adolescents and trauma in childhood or attachment styles ] Hasan Kalyoncu Üniversitesi.
  • Büyüköztürk, Ş., Akgün, Ö. E., Demirel, F., Karadeniz, Ş., & Çakmak, E. K. (2015). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara, Turkey: Pegem.
  • Carli, V., Mandelli, L., Zaninotto, L., Alberti, S., Roy, A., Serretti, A., & Sarchiapone, M. (2014). Trait-aggressiveness and impulsivity: Role of psychological resilience and childhood trauma in a sample of male prisoners. Nordic journal of psychiatry, 68(1), 8-17.
  • Cassady, J. C. (2004). Theimpact of cognitive test anxiety on text comprehension and recall in the absence of external evaluative pressure. Applied Cognitive Psychology, 18(3), 311–325. https://doi.org/10.1002/acp.968
  • Cassady, J. C. (2010). Anxiety in schools: The causes, consequences and solutions for academic anxieties. Peter Lang.
  • Cohen, L., Manion, L., &Morrison K. (2000). Researchmethods in education (5th Edition). Routledge Falmer.
  • De La Fuente, J., López-García, M., Mariano-Vera, M., Martínez-Vicente, J. M., &Zapata, L. (2017). Personal self-regulation, learning approaches, resilienc eand test anxiety in psychology students. Estudios Sobre Educación, 32, 9-26.
  • Demir, Z., Böge, K., Fan, Y., Hartling, C., Harb, M. R., Hahn, E., Seybold, J., & Bajbouj, M. (2020). The role of emotion regulation as a mediator between early life stress and posttraumatic stress disorder, depression and anxiety in Syrian refugees. Translational Psychiatry, 10(1), 1-10. https://doi.org/10.1038/s41398-020-01062-3
  • Doğan, T. (2015). Kısa psikolojik sağlamlık ölçeği’nin Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması. [Adaptation of the Brief Resilience Scale into Turkish: A validity and reliability study] The Journal of Happiness & Well-Being, 3(1), 93-102.
  • Driscoll, J. (2007). Practising Clinical Supervision: A Reflective Approach, Bailliere Tindall.
  • Elliot, A. J., & McGregor, H. A. (1999). Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality and social Psychology, 76(4), 628.
  • Feldman, R., & Vengrober, A. (2011). Posttraumatic stress disorder in infants and young children exposed to war-related trauma. Journal of the American Academy of Child & Adolescent Psychiatry, 50(7), 645-658.
  • Gençdoğan, B. (2010). Lise öğrencilerinin sınav kaygisi ile boyun eğicilik düzeyleri ve sosyal destek algisi arasindaki ilişkiler. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(1), 153-164.
  • George, D.,& Mallery, P. (2019). IBM SPSS statistics 26 step by step: A simpleguideandreference. Routledge.
  • Gibb, B. E., Chelminski, I., & Zimmerman, M. (2007). Childhood emotional, physical, and sexual abuse, and diagnoses of depressive and anxiety disorders in adult psychiatric outpatients. Depression and anxiety, 24(4), 256-263.
  • Gizir, C. (2007). Psikolojik sağlamlık, risk faktörleri ve koruyucu faktörler üzerine bir derleme çalışması. [A literature review of studies on resilience, risk, and protective factors] Türk Psikolojik Danışma ve Rehberlik Dergisi,[ Turkish Psychological Counseling and Guidance Journal] 3(28), 113-128.
  • Güler, N., Uzun, S., Boztaş, Z., & Aydoğan, S. (2002). Anneleri tarafından çocuklara uygulanan duygusal ve fiziksel istismar/ihmal davranışı ve bunu etkileyen faktörler [The behaviours of mothers who perform physical or emotional abuse/neglect of their children]. Cumhuriyet Üniversitesi Tıp Fakültesi Dergisi [Cumhuriyet Medical Journal], 24(3), 128-134.
  • Hembree, R. (1988). Correlates, causes, effects, andtreatment of test anxiety. Review of EducationalResearch, 58, 47-77.
  • Hjemdal, O., Vogel, P. A., Solem, S., Hagen, K., &Stiles, T. C. (2011). The relation ship between resilience and levels of anxiety, depression, andobsessive-compulsive symptoms in adolescents. Clinical Psychology & Psychotherapy, 18, 314-321. https://doi.org/10.1002/cpp.719
  • Huh, H. J., Kim, K. H., Lee, H. K., &Chae, J. H. (2017). The relation ship between childhood trauma and the severity of adulthood depression and anxiety symptoms in a clinical sample: The mediating role of cogniti ve emotion regulation strategies. Journal of Affective Disorders, 213, 44-50. https://doi.org/10.1016/j.jad.2017.02.009
  • Jamshidi, M. A., Moghadam, M. F., Ghorbani, S., &Farhoush, M. (2017). Self-efficacy and resilience as mediators in therelationship between test anxiety and spiritualintelligence among high school students in Qom. J ResReligHeal, 4, 7-21.
  • Kanak, M., & Arslan, A. D. (2018). A Study of the Relationship Between the Level of Emotional Abuse Perceived by High School Students and their Levels of Psychological Resilience. Sakarya University Journal of Education, 8(2), 187-201.
  • Kandemir, M. (2012). Öğrencilerinin akademik erteleme davranıslarının, kaygı, basarısızlık korkusu, benlik saygısı ve basarı amaçları ile açıklanması [ Explanation of students’ academic procrastination behaviors with, anxiety, fear of failure, self-esteem and achievement goals]. Pegem Eğitim ve Öğretim Dergisi [Pegem Journal of Education and Instructıon], 2(4), 81-88.
  • Kandemir, M. (2013). A model explaınıng test anxıety: perfectıonıst personalıty traıts and performance achıevement goals. International Journal of Academic Research, 5(5).
  • Karaırmak, Ö. (2006). Psikolojik sağlamlık, risk faktörleri ve koruyucu faktörler [Resilience, risk and protective factors]. Türk Psikolojik Danışma ve Rehberlik Dergisi [Turkish Psychological Counseling and Guidance Journal], 3(26), 129-142.
  • Kavakci, O., Semiz, M., Kartal, A., Dikici, A., & Kugu, N. (2014). Test anxiety prevalance and related variables in the students who are going to take the university entrance examination. Dusunen Adam The Journal of Psychiatry and Neurological Sciences, 27(4), 301.
  • Kaya, F., Peker, A., & Gündüz, B. (2016). Ortaokul öğrencilerinin psikolojik sağlamlığının eğitim stresi açısından incelenmesi.[ Examination of relationship between psychological resilience and educational stress of secondary school students ] Journal of Bayburt Education Faculty, 11(2).
  • Kline, R.B. (2018). Yapısal eşitlik modellemesinin ilkeleri ve uygulamaları. Principles and Practice of Structural Equation Modeling ] (Çeviri Editörü. Sedat Şen.). Nobel Yayıncılık.
  • Krause, E. D., Mendelson, T., & Lynch, T. R. (2003). Childhood emotional in validation and adult psychological distress: The mediating role of emotion al inhibition. Child Abuse & Neglect, 27, 199-213.
  • Lee, S. W., Bae, G. Y., Rim, H.-D., Lee, S. J., Chang, S. M., Kim, B.-S., & Won, S. (2018). Mediating effect of resilience on the association between emotional neglect and depressive symptoms. Psychiatry investigation, 15(1), 62.
  • Leipold, B.,& Greve, W. (2009). Resilience: A conceptualbridgebetweencopinganddevelopment. European Psychologist, 14(1), 40-50.
  • Liebenberg, L., Ungar, M., &LeBlanc, J. C. (2013). The CYRM-12: a briefmeasure of resilience. Canadianjournal of publichealth = Revuecanadienne de santepublique, 104(2), 131-5
  • Liebenberg, L., Ungar, M., & Vijver, F. V. d. (2012). Validation of the child and youth resilience measure-28 (CYRM-28) among Canadian youth. Research on social work practice, 22(2), 219-226.
  • Mangham, C.,Mcgrath, P., Reid, G., & Stewart, M. (1999). Resiliency: relevance to health promotion detailed analysis.Dalhousie University: Atlantic Health Promotion Research Centre.
  • Masten, A. S., & Narayan, A. J. (2012). Child development in the context of disaster, war, and terrorism: Pathways of risk and resilience. Annual review of psychology, 63, 227-257.
  • Masten, A. S., & Osofsky, J. D. (2010). Disasters and their impact on child development: Introduction to the special section. Child development, 81(4), 1029-1039.
  • Murphy, L. (1987). Further reflections on resilience.(Ed: EJ Anthony ve BJ Cohler) The Invulnerable Child. In: New York: The Guilford Press.
  • Öğülmüş, S. (2001). Bir kişilik özelliği olarak yılmazlık. I. Ulusal Çocuk ve Suç Sempozyumu: Nedenler ve Önleme Çalışmaları, Ankara (29-30 Mart).
  • Öztep, İ. C. (2010). Duygusal istismar algılayan ve algılamayan ergenlerin kaygı düzeyleri ve denetim odaklarının karşılaştırılması Maltepe Üniversitesi, Sosyal Bilimler Enstitüsü].
  • Pintrich, P. R.,&Schunk, D. H. (1996). Motivation in education: Theory, research, andapplications. Merrill, EnglewoodCliffs, NJ.
  • Putwain, D. W., Woods, K. A., &Symes, W. (2010). Personal and situational predictors of test anxiety of students in post-compulsory education. BritishJ ournal of Educational Psychology, 80(1), 137–160. https://doi.org/10.1348/000709909X466082
  • Reuther, E. T.,&Osofsky, J. D. (2013). Resilience after trauma in early development. Encyclopedia on Early Childhood Development: CEED/SKC-ECD.
  • Sapienza, J. K., & Masten, A. S. (2011). Understanding and promoting resilience in children and youth. Current opinion in Psychiatry, 24(4), 267-273.
  • Schumacker, R. E.,&Lomax, R. G. (2010). A beginners guide to structural equation modeling. New York: Routledge.
  • Seligman, M.E.,&Csikszentmihalyi, M. (2000). Positivepsychology: An introduction. AmericanPsychologist, 55, 5–14.
  • Sexton, M. B., Hamilton, L., McGinnis, E. W., Rosenblum, K. L., &Muzik, M. (2015). The roles of resilience and childhood trauman history: main and moderating effects on post partum maternal mental health and functioning. Journal of Affective Disorders, 174, 562-568. https://doi.org/10.1016/j.jad.2014.12.036
  • Spielberger, C. D. (1972). Anxiety: Currenttrends in theoryand research. AcademicPress.
  • Spielberger, C. D. (1975). Anxiety: state-trait-process. In C. D. Spielberger, & I. G. Sarason (Eds.), Stress and anxiety. Hemisphere/Wiley
  • Spielberger, C. D. (1980). Test anxietyinventory: Preliminary professionalmanual. Menlo Park. CA: MindGarden, Inc.
  • Spielberger, C. D.,& Vagg, P. R. (Eds.). (1995). Series in clinical and community psychology.Test anxiety: Theory, assessment, and treatment. Taylor & Francis.
  • Spielberger, C.D. (1995). State-TraitDepressionScales (Form X-1). MindGarden, Palo Alto, CA.
  • Spinhoven, P., Elzinga, B. M., Hovens, J. G., Roelofs, K., Zitman, F. G., van Oppen, P., & Penninx, B. W. (2010). The specificity of childhood adversities and negative life events across the life span to anxiety and depressive disorders. Journal of affective disorders, 126(1-2), 103-112.
  • Sar, V., Öztürk, E., & Ikikardes, E. (2012). Cocukluk Cagi Ruhsal Travma Ölceginin Türkce Uyarlamasinin Gecerlilik ve Güvenilirligi/Validity and Reliability of the Turkish Version of Childhood Trauma Questionnaire. Türkiye Klinikleri. Tip Bilimleri Dergisi,[Turkiye Klinikleri Journal of Medical Sciences, 32(4), 1054.
  • Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş:(temel ilkeler ve LISREL uygulamaları). Ekinoks.
  • Totan, T. (2018).Ortoakul ve lise öğrencilerinde sınav kaygısının değerlendirilmesi: Westside sınav kaygısı ölçeği [Investigation of test exam on middle and high school students: the westside test exam scale]. Batı Anadolu Eğitim Bilimleri Dergisi [Western Anatolia Journal of Educational Sciences, Research Article], 9(2), 143-155.
  • Totan, T , Özgül, Ö , Tosun, E . (2019). Bilişsel ve duygusal düzenlemenin sınav kaygısına olan etkisinde psikolojik dayanıklılığın aracılık rolü [The Mediation Role of Resilience in the Effect of Cognitive and Affective Regulation on Test Anxiety ]. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, [MSKU Journal of Education] 6 (2) , 98-108. https://doi.org/10.21666/muefd.605853
  • Totan,T.,&Yavuz,Y. (2009). Westside sınav kaygısı ölçeginin türkçe formunun geçerlik ve güvenirlik çalışması. [The validity and reliability study of the turkish version of westside test anxiety scale] Mehmet Akif Ersoy Üniversitesi Egitim Fakültesi Dergisi, 17,95-109.
  • Trigueros, R., Padilla, A. M., Aguilar-Parra, J. M., Rocamora, P., Morales-Gázquez, M. J., &López-Liria, R. (2020). Theınfluence of emotionalıntelligence on resilience, test anxiety, academicstressandthemediterraneandiet. A studywithuniversitystudents. International Journal of EnvironmentalResearchandPublicHealth, 17(6), 2071. http://dx.doi.org/10.3390/ijerph17062071
  • Ülker Tümlü, G, Recepoğlu, E . (2013). Üniversite akademik personelinin psikolojik dayanıklılık ve yaşam doyumu arasındaki ilişki [The relationship between psychological resilience and life satisfaction of university academic staf]. Yükseköğretim ve Bilim Dergisi [Journal of Higher Education and Science], (3) , 205-213 .
  • Viljoen, M. (2016). Correlationsbetweenstress-associatedanxietyandphysiologicaldeterminants of health in adolescents (Doctoraldissertation, Stellenbosch: StellenboschUniversity).
  • World HealthOrganization (WHO). (1985). Diabetesmellitus: Report of a WHO studygroup [meetingheld in Genevafrom 11 to 16 February 1985]. World HealthOrganization.
  • Zeidner, M. (1996). How do high school and college students cope with test situations?. British Journal of Educational Psychology, 66(1), 115-128. https://doi.org/10.1111/j.2044-8279.1996.tb01181.x
  • Zeidner, M.,&Matthews, G. (2005). Evaluation anxiety: Currenttheoryandresearch. In A. J. Elliot& C. S. Dweck (Eds.), Handbook of competenceandmotivation. Guilford Publications.
  • Zeytinoğlu, S. (1991). Sağlık, sosyal hizmet, hukuk ve eğitim alanlarında çalışanların Türkiye’de çocuk istismarı ve ihmali ile ilgili görüşleri. Ankara: Gözde Repro Ofset.
Year 2021, Volume: 5 Issue: 1, 53 - 70, 30.06.2021

Abstract

References

  • Armstrong, M. I., Birnie-Lefcovitch, S., & Ungar, M. T. (2005). Pathways between social support, family well being, quality of parenting, and child resilience: What we know. Journal of child and family studies, 14(2), 269-281.
  • Arslan, G., & Balkıs, M. (2016). Ergenlerde duygusal istismar, problem davranışlar, öz-yeterlik ve psikolojik sağlamlık arasındaki ilişki. [The Relationship Between Emotional Maltreatment, Problem Behaviors, Psychological Resilience, and SelfEfficacy in Adolescents] Sakarya University Journal of Education, 6(1), 8-22. https://doi.org/10.19126/suje.35977
  • Arslan, G. (2015). Çocuk ve Genç Psikolojik Sağlamlık Ölçeği’nin (ÇGPSÖ) psikometrik özellikleri: Geçerlilik ve güvenirlik çalışması. [Psychometric Properties of Child and Youth Resilience Measure (CYRM-12): The Study of Reliability and Validity] Ege Eğitim Dergisi, 16(1), 1-12.
  • Aydin, U., & Bulgan, G. (2017). Çocuklarda Sınav Kaygısı Ölçeği’nin Türkce uyarlaması [Adaptation of Children’s Test Anxiety Scale to Turkish]. İlköğretim Online [Elementary Education Online], 16(2), 887-899.
  • Aydın, E. (2018). Çocukluk çağı travmatik yaşantılarının psikolojik sağlamlık ve depresyon belirtileri üzerine etkisi [The Effect Of Childhood Traumatic Experiences On Resilience And Depression Symptoms] Fatih Sultan Mehmet Vakıf Üniversitesi, Sosyal Bilimler Enstitüsü.
  • Balcı, İ. (2018). Çocukluk çağı travmaları ile baş etme yönelimli psiko-eğitim programının psikolojik sağlamlık üzerindeki etkisi [The Impact of Coping with Childhood Traumas Oriented Psycho-Education Program on Resilience] Lisansüstü Eğitim Enstitüsü (Eğitim Bilimleri).
  • Başol, G., & Zabun, E. (2014). Seviye belirleme sınavında başarının yordayıcılarının incelenmesi: Dershaneye gitme, mükemmeliyetçilik, ana-baba tutumu ve sınav kaygısı. [The Predictors of Success in Turkish High School Placement Exams: Exam Prep Courses, Perfectionism, Parental Attitudes and Test Anxiety] Kuram ve Uygulamada Eğitim Bilimleri Dergisi,[ Educational Sciences: Theory & Practice]14(1), 63-87.
  • Beck, A. T., & Emery, G. (2005). A cognitive perspective on anxiety disorders and phobias. Trans. Contact Veysel directly: Litera Publishing.
  • Bernstein, D. P., Fink, L., Handelsman, L., Foote, J., Lovejoy, M., Wenzel, K., Sapareto, E., & Ruggiero, J. (1994). Initial reliability and validity of a new retrospective measure of child abuse and neglect. The American journal of psychiatry.
  • Bindal, G. (2018). Ergenlerin psikolojik sağlamlığın (resilience), çocukluk çağındaki travma ve bağlanma stilleri ile ilişkisinin incelenmesi [The analysis of the relationship between the resilience of adolescents and trauma in childhood or attachment styles ] Hasan Kalyoncu Üniversitesi.
  • Büyüköztürk, Ş., Akgün, Ö. E., Demirel, F., Karadeniz, Ş., & Çakmak, E. K. (2015). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara, Turkey: Pegem.
  • Carli, V., Mandelli, L., Zaninotto, L., Alberti, S., Roy, A., Serretti, A., & Sarchiapone, M. (2014). Trait-aggressiveness and impulsivity: Role of psychological resilience and childhood trauma in a sample of male prisoners. Nordic journal of psychiatry, 68(1), 8-17.
  • Cassady, J. C. (2004). Theimpact of cognitive test anxiety on text comprehension and recall in the absence of external evaluative pressure. Applied Cognitive Psychology, 18(3), 311–325. https://doi.org/10.1002/acp.968
  • Cassady, J. C. (2010). Anxiety in schools: The causes, consequences and solutions for academic anxieties. Peter Lang.
  • Cohen, L., Manion, L., &Morrison K. (2000). Researchmethods in education (5th Edition). Routledge Falmer.
  • De La Fuente, J., López-García, M., Mariano-Vera, M., Martínez-Vicente, J. M., &Zapata, L. (2017). Personal self-regulation, learning approaches, resilienc eand test anxiety in psychology students. Estudios Sobre Educación, 32, 9-26.
  • Demir, Z., Böge, K., Fan, Y., Hartling, C., Harb, M. R., Hahn, E., Seybold, J., & Bajbouj, M. (2020). The role of emotion regulation as a mediator between early life stress and posttraumatic stress disorder, depression and anxiety in Syrian refugees. Translational Psychiatry, 10(1), 1-10. https://doi.org/10.1038/s41398-020-01062-3
  • Doğan, T. (2015). Kısa psikolojik sağlamlık ölçeği’nin Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması. [Adaptation of the Brief Resilience Scale into Turkish: A validity and reliability study] The Journal of Happiness & Well-Being, 3(1), 93-102.
  • Driscoll, J. (2007). Practising Clinical Supervision: A Reflective Approach, Bailliere Tindall.
  • Elliot, A. J., & McGregor, H. A. (1999). Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality and social Psychology, 76(4), 628.
  • Feldman, R., & Vengrober, A. (2011). Posttraumatic stress disorder in infants and young children exposed to war-related trauma. Journal of the American Academy of Child & Adolescent Psychiatry, 50(7), 645-658.
  • Gençdoğan, B. (2010). Lise öğrencilerinin sınav kaygisi ile boyun eğicilik düzeyleri ve sosyal destek algisi arasindaki ilişkiler. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(1), 153-164.
  • George, D.,& Mallery, P. (2019). IBM SPSS statistics 26 step by step: A simpleguideandreference. Routledge.
  • Gibb, B. E., Chelminski, I., & Zimmerman, M. (2007). Childhood emotional, physical, and sexual abuse, and diagnoses of depressive and anxiety disorders in adult psychiatric outpatients. Depression and anxiety, 24(4), 256-263.
  • Gizir, C. (2007). Psikolojik sağlamlık, risk faktörleri ve koruyucu faktörler üzerine bir derleme çalışması. [A literature review of studies on resilience, risk, and protective factors] Türk Psikolojik Danışma ve Rehberlik Dergisi,[ Turkish Psychological Counseling and Guidance Journal] 3(28), 113-128.
  • Güler, N., Uzun, S., Boztaş, Z., & Aydoğan, S. (2002). Anneleri tarafından çocuklara uygulanan duygusal ve fiziksel istismar/ihmal davranışı ve bunu etkileyen faktörler [The behaviours of mothers who perform physical or emotional abuse/neglect of their children]. Cumhuriyet Üniversitesi Tıp Fakültesi Dergisi [Cumhuriyet Medical Journal], 24(3), 128-134.
  • Hembree, R. (1988). Correlates, causes, effects, andtreatment of test anxiety. Review of EducationalResearch, 58, 47-77.
  • Hjemdal, O., Vogel, P. A., Solem, S., Hagen, K., &Stiles, T. C. (2011). The relation ship between resilience and levels of anxiety, depression, andobsessive-compulsive symptoms in adolescents. Clinical Psychology & Psychotherapy, 18, 314-321. https://doi.org/10.1002/cpp.719
  • Huh, H. J., Kim, K. H., Lee, H. K., &Chae, J. H. (2017). The relation ship between childhood trauma and the severity of adulthood depression and anxiety symptoms in a clinical sample: The mediating role of cogniti ve emotion regulation strategies. Journal of Affective Disorders, 213, 44-50. https://doi.org/10.1016/j.jad.2017.02.009
  • Jamshidi, M. A., Moghadam, M. F., Ghorbani, S., &Farhoush, M. (2017). Self-efficacy and resilience as mediators in therelationship between test anxiety and spiritualintelligence among high school students in Qom. J ResReligHeal, 4, 7-21.
  • Kanak, M., & Arslan, A. D. (2018). A Study of the Relationship Between the Level of Emotional Abuse Perceived by High School Students and their Levels of Psychological Resilience. Sakarya University Journal of Education, 8(2), 187-201.
  • Kandemir, M. (2012). Öğrencilerinin akademik erteleme davranıslarının, kaygı, basarısızlık korkusu, benlik saygısı ve basarı amaçları ile açıklanması [ Explanation of students’ academic procrastination behaviors with, anxiety, fear of failure, self-esteem and achievement goals]. Pegem Eğitim ve Öğretim Dergisi [Pegem Journal of Education and Instructıon], 2(4), 81-88.
  • Kandemir, M. (2013). A model explaınıng test anxıety: perfectıonıst personalıty traıts and performance achıevement goals. International Journal of Academic Research, 5(5).
  • Karaırmak, Ö. (2006). Psikolojik sağlamlık, risk faktörleri ve koruyucu faktörler [Resilience, risk and protective factors]. Türk Psikolojik Danışma ve Rehberlik Dergisi [Turkish Psychological Counseling and Guidance Journal], 3(26), 129-142.
  • Kavakci, O., Semiz, M., Kartal, A., Dikici, A., & Kugu, N. (2014). Test anxiety prevalance and related variables in the students who are going to take the university entrance examination. Dusunen Adam The Journal of Psychiatry and Neurological Sciences, 27(4), 301.
  • Kaya, F., Peker, A., & Gündüz, B. (2016). Ortaokul öğrencilerinin psikolojik sağlamlığının eğitim stresi açısından incelenmesi.[ Examination of relationship between psychological resilience and educational stress of secondary school students ] Journal of Bayburt Education Faculty, 11(2).
  • Kline, R.B. (2018). Yapısal eşitlik modellemesinin ilkeleri ve uygulamaları. Principles and Practice of Structural Equation Modeling ] (Çeviri Editörü. Sedat Şen.). Nobel Yayıncılık.
  • Krause, E. D., Mendelson, T., & Lynch, T. R. (2003). Childhood emotional in validation and adult psychological distress: The mediating role of emotion al inhibition. Child Abuse & Neglect, 27, 199-213.
  • Lee, S. W., Bae, G. Y., Rim, H.-D., Lee, S. J., Chang, S. M., Kim, B.-S., & Won, S. (2018). Mediating effect of resilience on the association between emotional neglect and depressive symptoms. Psychiatry investigation, 15(1), 62.
  • Leipold, B.,& Greve, W. (2009). Resilience: A conceptualbridgebetweencopinganddevelopment. European Psychologist, 14(1), 40-50.
  • Liebenberg, L., Ungar, M., &LeBlanc, J. C. (2013). The CYRM-12: a briefmeasure of resilience. Canadianjournal of publichealth = Revuecanadienne de santepublique, 104(2), 131-5
  • Liebenberg, L., Ungar, M., & Vijver, F. V. d. (2012). Validation of the child and youth resilience measure-28 (CYRM-28) among Canadian youth. Research on social work practice, 22(2), 219-226.
  • Mangham, C.,Mcgrath, P., Reid, G., & Stewart, M. (1999). Resiliency: relevance to health promotion detailed analysis.Dalhousie University: Atlantic Health Promotion Research Centre.
  • Masten, A. S., & Narayan, A. J. (2012). Child development in the context of disaster, war, and terrorism: Pathways of risk and resilience. Annual review of psychology, 63, 227-257.
  • Masten, A. S., & Osofsky, J. D. (2010). Disasters and their impact on child development: Introduction to the special section. Child development, 81(4), 1029-1039.
  • Murphy, L. (1987). Further reflections on resilience.(Ed: EJ Anthony ve BJ Cohler) The Invulnerable Child. In: New York: The Guilford Press.
  • Öğülmüş, S. (2001). Bir kişilik özelliği olarak yılmazlık. I. Ulusal Çocuk ve Suç Sempozyumu: Nedenler ve Önleme Çalışmaları, Ankara (29-30 Mart).
  • Öztep, İ. C. (2010). Duygusal istismar algılayan ve algılamayan ergenlerin kaygı düzeyleri ve denetim odaklarının karşılaştırılması Maltepe Üniversitesi, Sosyal Bilimler Enstitüsü].
  • Pintrich, P. R.,&Schunk, D. H. (1996). Motivation in education: Theory, research, andapplications. Merrill, EnglewoodCliffs, NJ.
  • Putwain, D. W., Woods, K. A., &Symes, W. (2010). Personal and situational predictors of test anxiety of students in post-compulsory education. BritishJ ournal of Educational Psychology, 80(1), 137–160. https://doi.org/10.1348/000709909X466082
  • Reuther, E. T.,&Osofsky, J. D. (2013). Resilience after trauma in early development. Encyclopedia on Early Childhood Development: CEED/SKC-ECD.
  • Sapienza, J. K., & Masten, A. S. (2011). Understanding and promoting resilience in children and youth. Current opinion in Psychiatry, 24(4), 267-273.
  • Schumacker, R. E.,&Lomax, R. G. (2010). A beginners guide to structural equation modeling. New York: Routledge.
  • Seligman, M.E.,&Csikszentmihalyi, M. (2000). Positivepsychology: An introduction. AmericanPsychologist, 55, 5–14.
  • Sexton, M. B., Hamilton, L., McGinnis, E. W., Rosenblum, K. L., &Muzik, M. (2015). The roles of resilience and childhood trauman history: main and moderating effects on post partum maternal mental health and functioning. Journal of Affective Disorders, 174, 562-568. https://doi.org/10.1016/j.jad.2014.12.036
  • Spielberger, C. D. (1972). Anxiety: Currenttrends in theoryand research. AcademicPress.
  • Spielberger, C. D. (1975). Anxiety: state-trait-process. In C. D. Spielberger, & I. G. Sarason (Eds.), Stress and anxiety. Hemisphere/Wiley
  • Spielberger, C. D. (1980). Test anxietyinventory: Preliminary professionalmanual. Menlo Park. CA: MindGarden, Inc.
  • Spielberger, C. D.,& Vagg, P. R. (Eds.). (1995). Series in clinical and community psychology.Test anxiety: Theory, assessment, and treatment. Taylor & Francis.
  • Spielberger, C.D. (1995). State-TraitDepressionScales (Form X-1). MindGarden, Palo Alto, CA.
  • Spinhoven, P., Elzinga, B. M., Hovens, J. G., Roelofs, K., Zitman, F. G., van Oppen, P., & Penninx, B. W. (2010). The specificity of childhood adversities and negative life events across the life span to anxiety and depressive disorders. Journal of affective disorders, 126(1-2), 103-112.
  • Sar, V., Öztürk, E., & Ikikardes, E. (2012). Cocukluk Cagi Ruhsal Travma Ölceginin Türkce Uyarlamasinin Gecerlilik ve Güvenilirligi/Validity and Reliability of the Turkish Version of Childhood Trauma Questionnaire. Türkiye Klinikleri. Tip Bilimleri Dergisi,[Turkiye Klinikleri Journal of Medical Sciences, 32(4), 1054.
  • Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş:(temel ilkeler ve LISREL uygulamaları). Ekinoks.
  • Totan, T. (2018).Ortoakul ve lise öğrencilerinde sınav kaygısının değerlendirilmesi: Westside sınav kaygısı ölçeği [Investigation of test exam on middle and high school students: the westside test exam scale]. Batı Anadolu Eğitim Bilimleri Dergisi [Western Anatolia Journal of Educational Sciences, Research Article], 9(2), 143-155.
  • Totan, T , Özgül, Ö , Tosun, E . (2019). Bilişsel ve duygusal düzenlemenin sınav kaygısına olan etkisinde psikolojik dayanıklılığın aracılık rolü [The Mediation Role of Resilience in the Effect of Cognitive and Affective Regulation on Test Anxiety ]. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, [MSKU Journal of Education] 6 (2) , 98-108. https://doi.org/10.21666/muefd.605853
  • Totan,T.,&Yavuz,Y. (2009). Westside sınav kaygısı ölçeginin türkçe formunun geçerlik ve güvenirlik çalışması. [The validity and reliability study of the turkish version of westside test anxiety scale] Mehmet Akif Ersoy Üniversitesi Egitim Fakültesi Dergisi, 17,95-109.
  • Trigueros, R., Padilla, A. M., Aguilar-Parra, J. M., Rocamora, P., Morales-Gázquez, M. J., &López-Liria, R. (2020). Theınfluence of emotionalıntelligence on resilience, test anxiety, academicstressandthemediterraneandiet. A studywithuniversitystudents. International Journal of EnvironmentalResearchandPublicHealth, 17(6), 2071. http://dx.doi.org/10.3390/ijerph17062071
  • Ülker Tümlü, G, Recepoğlu, E . (2013). Üniversite akademik personelinin psikolojik dayanıklılık ve yaşam doyumu arasındaki ilişki [The relationship between psychological resilience and life satisfaction of university academic staf]. Yükseköğretim ve Bilim Dergisi [Journal of Higher Education and Science], (3) , 205-213 .
  • Viljoen, M. (2016). Correlationsbetweenstress-associatedanxietyandphysiologicaldeterminants of health in adolescents (Doctoraldissertation, Stellenbosch: StellenboschUniversity).
  • World HealthOrganization (WHO). (1985). Diabetesmellitus: Report of a WHO studygroup [meetingheld in Genevafrom 11 to 16 February 1985]. World HealthOrganization.
  • Zeidner, M. (1996). How do high school and college students cope with test situations?. British Journal of Educational Psychology, 66(1), 115-128. https://doi.org/10.1111/j.2044-8279.1996.tb01181.x
  • Zeidner, M.,&Matthews, G. (2005). Evaluation anxiety: Currenttheoryandresearch. In A. J. Elliot& C. S. Dweck (Eds.), Handbook of competenceandmotivation. Guilford Publications.
  • Zeytinoğlu, S. (1991). Sağlık, sosyal hizmet, hukuk ve eğitim alanlarında çalışanların Türkiye’de çocuk istismarı ve ihmali ile ilgili görüşleri. Ankara: Gözde Repro Ofset.
There are 73 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Beyza Yakıcı 0000-0001-6940-1185

Mehmet Kandemir 0000-0002-5576-3537

Publication Date June 30, 2021
Published in Issue Year 2021 Volume: 5 Issue: 1

Cite

APA Yakıcı, B., & Kandemir, M. (2021). An Explanatory Model of Test Anxiety: Psychological Resilience, Abuse, and Neglect. Research on Education and Psychology, 5(1), 53-70.

17908

All the articles published in REP are licensed with "Creative Commons Attribution 4.0 International License"