The predictive role of attachment styles and self-efficacy on test anxiety of 7.th grade students

In this study, the predictive role of socio-demographic characteristics (gender, perceived success and perceived economic status), attachment styles and self-efficacy on test anxiety (off-task behaviors, autonomous reactions and thoughts) of 7th grade students was examined. A total of 260 students studying at the 7th grade level of a private school in 4 campuses located in different districts of Istanbul, Turkey participated in the study. The participants were 122 female and 138 male students. The data of the study were collected through online methods under the supervision of the guidance counselor responsible for the grade level. Personal Information Form (Demographic Information Form), Test Anxiety Scale in Children, Middle School Self-Efficacy Scale and Inventory of Experiences in Close Relationships-II Middle Childhood Scale were applied as measurement tools in the study. In the study, attachment styles (anxious and avoidant attachment) and the role of self-efficacy in predicting test anxiety and sub-dimensions of test anxiety, non-task behaviors and autonomous responses were tested with four separate hierarchical regression analyzes. As a result of the analysis of the research, it was determined that anxious attachment, protective health dimension of self-efficacy and demographic variables such as gender and perceived school success predict test anxiety. Substance addiction potential, academic achievement and interpersonal relations dimensions of avoidant attachment and self-efficacy did not predict test anxiety. Anxious attachment, protective health dimension of self-efficacy, and demographic variables such as gender and perceived school success explain 25.5% of the variance in 7th grade students' test anxiety The results of the study were discussed in accordance with the relevant literature.