The impacts of irrational beliefs and perceived parenting attitudes on the test anxiety levels of high school students

The aim of this study was to investigate the predictive role of irrational beliefs and perceived parental attitudes of high school students on test anxiety levels. In line with this objective, the related study was formed as a predictive correlational research model. Demographic Information Form, Child Rearing Attitudes Scale and Irrational Beliefs Scale were applied to 341 high school students studying in Suleyman Demirel Vocational and Technical Anatolian High School, Tugrul Bey Anatolian High School and Piri Reis Vocational and Technical Anatolian High School. According to the corelation findings, the perceived parental attitudes and the anxiety of the exam were significantly correlated with the negative of the sub-dimensions of acceptance / involvement; The strict control / supervision control sub-dimensions were determined to be positively correlated. In addition, irrational beliefs and test anxiety sub-dimensions and total scores were positively and significantly related. According to the regression findings, the test anxiety covert sub-dimension and total scores were negative by the mother's acceptance / involvement sub-dimension; it is predicted positively and significantly by irrational beliefs. When the findings related to demographic variables are examined, the difference of test anxiety sub-dimensions and total scores according to gender is significant. It was observed that the test scores of the male students were higher than the female students. The difference of test anxiety anxiety subscale scores according to high school type is statistically significant. It was seen that the mean score of the anxiety anxiety of the vocational high school students was higher. In addition, the difference between the points of acceptance/ involvement affection attitude by the mother according to the class and age variable is statistically significant. High school first grade and 15 year old students were found to have higher acceptance / involvement perceived by the mother sub-dimension scores. In addition, the concern of test anxiety in high school freshman students is higher than the scores in the sub-dimensions and total test anxiety scores. The difference of test anxiety sub-dimensions and total scores according to mother education level was found as statistically significant. It was found that the test anxiety sub-dimensions and test anxiety total scores of the students whose mothers were university graduates were higher. It was found that the scores of the Strict Control and Supervision sub-dimension perceived by the father were higher in the mothers of secondary school graduates. The findings of the study show that the perceived parental attitudes and irrational beliefs of the students are the factors that explain the test anxiety levels. In constructing preventive or protective interventions related to test anxiety, it is considered that these factors should be evaluated and supported by further studies.