Investigation of the relationship between achievement-oriented motivation level and exam anxiety in adolescents

Test anxiety is an important problem interferes with the student's recaling of previously learned information and their using of academic skilss effectively. In this study it is aimed to examine the relationship between success-oriented motivation and test anxiety in high school students. The sample consists of 150 students (106 females, 45 males with the average age: 15.94 ± 1.39) from a high school in Bayrampaşa District of Istanbul province. In the study, Sociodemographic Information Form, Test Anxiety Scale, and Achievement-Oriented Motivation Scale were used as data collection tools. According to the results of our research, 66.2% of high school students had a medium level of test anxiety and 15.2% of them had a high level of test anxiety. A negative correlation (r = -. 212, p = 0.009) was determined between the self-awareness sub-dimension scores in the Achievement-Oriented Motivation Scale and the participant's test anxiety levels. No significant correlation was found between the scores obtained from the Achievement-Oriented Motivation Scale extrinsic impact, intrinsic impact, and goal enhancement sub-dimensions and test anxiety levels. It was found that the test anxiety levels of the students did not differ according to their gender, family structure, parents' educational status and test preparation habits. It was found that high school students percieving themselves as well-achieving had a lower level of test anxiety than those who evaluated their academic achievement as low. Female students scored higher than males in the extrinsic impact, intrinsic impact, and goal enhancement sub-dimensions of Achievement-Oriented Motivation Scale. It was determined that the extrinsic impact sub-dimension scores of the Achievement-Oriented Motivation Scale differed according to test preparation habits. The internal impact, goal enhancement and self-consciousness sub-dimension scores did not differ significantly according to the students' test preparation habits. It was found that the scores of the Achievement-Oriented Motivation Scale extrinsic impact, intrinsic impact, goal amplification, and self-awareness sub-dimensions were higher in the group evaluating themselves as well-achieving.