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The relationship between motivation and academic self-concept with exam anxiety in middle school students of River district

Number of pages: 86 File Format: word File Code: 30265
Year: 2013 University Degree: Master's degree Category: Psychology
Tags/Keywords: Academic self-concept - Exam anxiety - motivation
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  • Summary of The relationship between motivation and academic self-concept with exam anxiety in middle school students of River district

    Dissertation for Master's Degree in Educational Psychology

    Abstract

    This research was conducted with the aim of investigating the relationship between motivation and academic self-concept with exam anxiety in secondary school students of the river district in the academic year 2011-2012. The research method was descriptive correlational research. The statistical population of the current research included all secondary school students in the river district in the academic year of 2011-2012. The research sample was considered to be 120 people using Cochran's formula. The sampling method of the present study was multi-class, staged and simple random. In this research, three standard questionnaires were used: the Hermans progress motivation questionnaire, the Beck and Steer self-concept questionnaire, and the test anxiety scale of Abolghasmi et al. (2013). The results after data analysis showed that there is a relationship between motivation and exam anxiety in students. There is a relationship between academic self-concept and exam anxiety in students. There is a relationship between academic self-concept and motivation with exam anxiety in students. Also, the results of the regression analysis showed that the variables of academic self-concept and motivation together can explain approximately 14.3% of the variance of exam anxiety at the same time.

    Keywords: motivation, academic self-concept and exam anxiety

    Introduction

    Anxiety disorders are one of the most common psychiatric disorders on which many studies have been conducted. In addition, studies indicate that these abnormalities cause many problems and consume a large part of medical care services and cause many complications in people's functioning. New studies also show. Chronic anxiety problems can increase the mortality rate related to cardiovascular complications. Therefore, clinical researchers should be able to diagnose anxiety disorder quickly and accurately and start treating it (Amiri et al., 2015).

    Tests have become an undeniable part of human life. The results of exams have a significant impact on various aspects of life. As their literacy levels rise through the education system, they are clearly faced with a greater frequency of exams, which expectations will result in more pressure from parents to perform better. Expectation may be internalized by the person and gradually increase the anxiety of the exam (Amiri et al., 2015).

    It seems that the exam phenomenon has been created since the time when tests were used to evaluate the efficiency of people. Test anxiety is a common educational problem that the student population deals with that affects their learning and academic progress. Studies show that personality, family and school factors play a major role in causing exam anxiety (Sahibi and Asghari, 2018). Academic progress, in addition to educational and educational issues, is also related to psychological, personality and social components. The research results show that academic motivation mediates students' school learning and all human activities (Aghaei, Jalali and Nazari, 2013). Especially in recent decades, many educational psychology theorists and researchers have given credit and a special place to motivational and psychological models of educational behavior. Educational motivation is a psychological learning motivation that refers to a person's desire to achieve educational goals by influencing different types of educational activities. This structure is obtained by gaining awareness of how a person's cognitive-motivational processes affect the activities that are important for his educational progress. Educational motivation is related to special goals, attitudes and beliefs, ways to achieve them, and individual efforts (Shehniyelaq, Banabi Mubaraki and Shukarkan, 2014).

    Also, it seems that another one of Factors that affect students' learning and anxiety are self-concept. For self-directed learning, students must have a relatively stable and clear self-concept both in general and in a special dimension such as academic self-concept, and also believe that they have the necessary abilities to control contextual factors and their cognitive and motivational processes (Drimitzaki, Angelico and Morris[1], 2009).

    Given the importance of the role of exam anxiety in the academic progress and learning of students and the fact that many factors play a role in exam anxiety, this research examines the relationship between academic motivation and self-concept with students' exam anxiety.

    1-2- Statement of the problem

    Motivation and excitement are among the important structures in all areas of life that are directly rooted in personality to a large extent and are also influenced by the environment to some extent. If the motivation and emotions have a negative and destructive aspect, they will bring psychological damage and adverse thoughts and consequences and have a bad effect on people's performance. Among the situations that lead to negative emotions is the exam situation. When our performance is evaluated, there is a possibility of an emotional reaction from our side. At any stage of the evaluation, if we feel that we do not have the necessary preparation, or doubt our ability, or even imagine that we cannot provide the best performance, then we will feel discomfort, nervous tension, or depression, and on the contrary, confidence in the preparation or ability to perform well is accompanied by positive emotions such as self-confidence, pride, and expansion of the mind (Arfa Baluchi and Ghaffari, 2013).

    Among the negative emotions that play a major role in everyone's life is anxiety. is One of the types of anxiety is exam anxiety or the perception of any academic evaluation, which is one of the most important aspects of negative motivation and has adverse effects on students' classroom performance. Dusk [2] considers test anxiety as an unpleasant feeling or emotional state that people experience in official tests or other evaluation situations. In the field of exam anxiety pathology, there are many factors such as insufficient preparation, previous negative experiences, negative thoughts, and family, educational, and personality factors. Different theorists believe that some students' test anxiety occurs during the elementary and preschool years, when parents make unrealistic demands or high expectations for their children's performance. Based on this, parents' negative attitude toward their children's failure, which is contrary to their expectations, causes children to always be anxious about evaluation situations due to the fear of their parents' inappropriate reaction to their performance (Jumehpour, 2017). Self-concept is one of the basic concepts in psychology. Academic self-concept is the process of forming an evaluation of self-concept influenced by students' educational experiences and the interpretation of the educational environment (Naji [3] et al., 2010) and expresses individual knowledge and perceptions about our own strengths and weaknesses in a certain academic field and individual opinions about our abilities to successfully complete academic assignments at designed levels and is one of the best predictors and mediators for effective and ineffective motivational variables (anxiety). It is one of the most important and effective factors in the learning process. The self-concept of education relies heavily on relative social information and is a reflection of the evaluations of others and has a normative nature. In other words, the academic self-concept of each person is obtained as a result of comparing himself with others (Ferla[4] et al., 2009).

    People who consider themselves more effective, confident and capable in doing their work will have a high academic self-concept compared to others, and of course, such a self-concept leads to the future academic growth and progress of the individual and the absence of negative emotions in him. Based on this, people who have a positive thinking and perception of themselves and their abilities at the beginning of their education, such positive thinking leads to their academic progress, and also their academic progress is a positive feedback to their self-concept and the correctness of their perception of themselves and their abilities (Arfa Baluchi and Ghaffari, 2013).

    Now in this research, the researcher wants to know if there is a relationship between motivation and academic self-concept with exam anxiety in There are high school students in the river district and what is the contribution of each of these components in the students' exam anxiety? Living in this complex and changing society requires that people are constantly learning new knowledge and techniques and dedicate several hours of the day to study.

  • Contents & References of The relationship between motivation and academic self-concept with exam anxiety in middle school students of River district

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    None.  

    Source:

    Sources

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The relationship between motivation and academic self-concept with exam anxiety in middle school students of River district
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