Relationship between attachment styles and test anxiety of grade 8 students who will take the common exam for transition to secondary education system

In this study, the relationship between attachment styles and test anxiety of grade 8 students who will take the common exam for transition to secondary education system is researched. Besides, whether the test anxiety differentiates or not according to the variables like gender, age, parent's state of education, family's monthly income, number of siblings, birth order in the family, caregivers between ages 0-6, parents together or separately living, attending to private teaching institute-course case and success perception at school are researched. Sampling group of study is made up of 600 grade 8 students of 2014-2015 education term in Fatih district in Istanbul. Participators were conducted a Personal Information Form which is prepared by the researcher together with Test Anxiety Inventory (Oner, 1990) and Relationship Scales Questionnaire (Sumer and Gungor 1999). For analysing the data of the study; in normal distribution case, Pearson Correlation, independent group t test and ANOVA (Analysis of Variance) is performed; for meaningful results of ANOVA and in homogeny variance case, Scheffe Analysing Technique is performed and in deviational distribution case Kruskal Wallis-H Analysing Technique is performed. It is noted from the findings of the research that there is a meaningful relationship between fearful, dismissive avoidant, preoccupied and secure attachments styles and the test anxiety; when it is compared, fearful, dismissive avoidant and preoccupied attached students have more test anxiety than secure attached students. In addition to this, students' test anxiety scales do not differ meaningfully according to parent's state of education, family's monthly income, number of siblings, birth order in the family, caregivers between ages 0-6 and parents together or separately living but on the opposite it differs meaningfully according to gender, age, attending to private teaching institute-course case and success perception at school.