Teaching-Learning Conceptions and Academic Achievement: The Mediating Role of Test Anxiety

The current research aimed at examining the mediating role of test anxiety in the relationship between teaching-learning conceptions and academic achievement. The correlation investigation model was adopted in this research. The participants of the research were volunteering teachers (n = 108) and s...

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Bibliographic Details
Published in:International journal of educational psychology 2016-10, Vol.5 (3), p.308-335
Main Author: Bas, Gokhan
Format: Article
Language:English
Subjects:
Academic Achievement
Anxiety
Correlation
correlation research
Educational Researchers
Factor Analysis
Foreign Countries
High School Students
Learning
learning conceptions
Learning Processes
Multiple Regression Analysis
Statistical Analysis
Teachers
Teaching
Teaching Methods
Teaching-learning conceptions
Test Anxiety
Tests
Turkey
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Summary:The current research aimed at examining the mediating role of test anxiety in the relationship between teaching-learning conceptions and academic achievement. The correlation investigation model was adopted in this research. The participants of the research were volunteering teachers (n = 108) and students (n = 526) from five different high schools. For data collection, the “teaching-learning conceptions scale” (Chan & Elliott, 2004), the “Westside test anxiety scale” (Driscoll, 2007), and the “Grade point average determination form” were used. The data was analysed using hierarchical multiple regression analysis. According to the results obained, it was found that there were significant relationships amongst teaching-learning conceptions, test anxiety, and academic achievement. Furthermore, it was concluded that test anxiety mediated the relationship between teaching-learning conceptions and academic achievement significantly. 
ISSN:2014-3591
2014-3591
DOI:10.17583/ijep.2016.2271