Test Anxiety and its Correlation with Cognitive Representation Efficacy among General Secondary School Examination (Tawjihi) Students at al-Kourah District in Jordan
Keywords:
Test Anxiety, Cognitive Representation Efficacy, General Secondary School Examination Students, Al-Kourah DistrictAbstract
The study aims at identifying the relationship between test anxiety and cognitive representation efficacy among general secondary school examination students at al-Kourah District. The sample of the study consisted of general secondary school examination students from both genders at al-Kourah District in the academic year of 2017/2018. The researcher administrated Test Anxiety and Cognitive Representation Scales to the sample of the study after their validity and reliability were verified. The study adopted the descriptive analytical approach. The results of the study indicated that test anxiety level among the sample of the study was high (M=4.06, SD=0.706). The results of the study showed statistically significant differences between students' test anxiety scores among general secondary school examination students due to gender, in favor of females. On the other hand, no statistically significant differences were found due to the academic track. The results of the study indicated that the mean values for all cognitive representation domains were high. Furthermore, the results of the study showed statistically significant differences between students' cognitive representation efficacy scores among general secondary school examination students due to gender, in favor of females. On the other hand, no statistically significant differences were found in students cognitive representation efficacy scores due to academic track. There was a statistically weak negative correlation between the total construct of test anxiety scale with its domains (mental, cognitive, social, physical, psychological, emotional) and the total construct of cognitive representation with its domains (superficial, average, deep), indicating that the higher the test anxiety scores, the lower the cognitive representation and vice versa. The study concluded with some recommendations.
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