The relati̇onshi̇p between test anxi̇ety among 8th-grade pri̇mary school and stundyi̇ng approaches

8th-grade primary school students enter a crucial exam called TPSE (transition from primary to secondary education exam) that will shape the rest of their education life during the term in which they graduate. The students test anxiety of which is high need to take their test anxiety under control so as to succeed in exams. Test anxiety can be created as a result of many reasons. In this study, the reasons of test anxiety are stated and the relationship between test anxiety and efficient study is analyzed.The aim of this study is to presenting the relationship between test anxiety of 8th-grade primary school students and efficient study . The study was carried out with 485 8th-grade primary school students attending private and public schools in Sarıyer County, Istanbul.As data collection tool, in the study, "Test Anxiety Scale and Studying Scale" were used. Test Anxiety Scale was developed by Benson and El-Zahhar (1994) in order to determine students' test anxiety levels. Studying Scale was developed by Biggs in the year 1987. Data collected from students were analyzed in an statistics package programme by doing proper coding for data analysis. Descriptive statistics such as frequency and percentage rate for specifying demographic features were used. Also Cronbach Alpha for scale reliability was calculated. On the other hand, simple linear regression analysis was done with regard to research problem and sub-problems. Findings of the research are as follows: 1-It was seen that there is a positively meaningful relationship between test anxiety and profund studying approach, non-profound (shallow) studying. That profound studying approach level increases makes text anxiety increase. That profound studying approach increases makes physical symptoms of test anxiety increase. 2- That profound studying approach increases doesn't make a meaningful change in irrelevant thoughts about exam, which is the sub-dimension of test anxiety. 3- That shallow studying level increases raises anxiety level that is one of the dimensions of test anxiety. That shallow studying level increases raises physicalsymptoms that is one of the dimensions of test anxiety. That shallow studying level increases raises irrelevant thoughts about exam, which is the sub-dimension of test anxiety. 4- It wasn't seen that there is a meaningful difference among students' test anxiety according to displaying studying approach. 5- It was seen that there is a meaningful difference in test anxiety according to income level. Yet, it was seen that there isn't difference in studying approach according to income level. 6- The effects of profound studying approach upon anxiety differs between genders. It was seen that girls displaying profound studying approach feel less anxiety that boys. 7- The effects of profound studying approach upon anxiety differ according to attending a course. In tension in accordance with attending a course and in irrelative thoughts about exam level, it was seen that there is a meaningful difference in favor of those attending a course compared to those not. No meaningful difference was identified in test anxiety of those taking private course and those not. 8-When studying approach levels according to gender is analyzed, there is no meaningful difference between girls and boys in profound and shallow studying approaches. 9- In the analysis which was done according to attending a course, while no meaningful difference was found in profound studying, a meaningful difference was found in favor of those not attending to a course in shallow studying approach. In the analysis which was done according to taking a private course, no meaningful difference was found between those taking private lesson and those not in terms of deep and shallow studying approaches.