The effects of personality traits in adolescents on exam anxiety and school attachment styles

Objective: The main purpose of this research is to measure and evaluate the possible mediator effect of the personality traits of adolescents between the ages of 13 and 18 on exam anxiety and attachment styles to the school. Methods: 285 participants, (138 male and 147 female) were included in the research. The Exam Anxiety Scale, the Child's Scandinavian Attachment Scale, and the Five Factor Person Exams are distributed to the participants and the obtained data were transferred to the SPSS program (21st Versions). Pearson Correlation, Independent t-test and One Way ANOVA Analysis were carried out to analyze the data. Results: According to the findings, any significant relationship was not observed between exam anxiety levels and attachment to the school (r = .088, p = .140), and it was also observed that attachment on school did not have a predictive effect on the anxiety of the exam [F (1,280) = 2.188, p =.140]. There is a substantive relationship observed between extroversion and emotional balance (r=.189, p=001), responsibility and emotional balance (r=.477, p=000), compatibility and emotional balance (r=.197, p=.001), responsibility and compatibility (r=.366, p=001), extroversion and compatibility (r=.459, p=.000) and extroversion and responsibility. It was observed that emotional balance levels of males are higher than females [t(283)=2.529, p=.012]. It can be seen that there is a significant positive relationship between their attachment on school and emotional balance (r=.145*, p=.000). It was observed that their attachment on school increases as their family income increases [F(2,280)=2.631, p=.035]. In addition, those who have close relationships with their teachers also have a higher level of attachment on school [F(2,282)= 22.571, p=.000]. It was observed that those who have fewer close friends have lower level of attachment on school [F(3,281)=5.486, p=.001]. It was also observed that the attachment level on school of males are higher than females [t(283)=2.029, p=.043]. It was observed that those who were born before their brothers and sisters have significantly more exam anxiety than those who were born in fourthly or fifthly [F(2,278)=7.647, p=.00]. It was found out that those who were born after their first brother or sister have a higher exam anxiety than those who were born in fifthly [F(2,278)=5.596, p=.00]. Finally, it can be said that exam anxiety of females is higher than exam anxiety of males [t(283)=-4.276, p=.00]. Conclusion: The reason why the results of this study are inconsistent with the data of previous studies is that the distribution of demographic variables and the level of the sample size are not practiced properly in the literature. In future research, controlling the demographic variables that may deviate from the results of the sample size and sample selection, and ensuring a more homogeneous distribution, will lead to a more accurate outcome. As a result, this research emphasizes possible factors that effect attachment on school and exam anxiety.