Examination of secondary school students' science lesson attitudes, burnouts, exam motivations and examination anxiety according to some variables

In this study; In the teaching process of secondary school students, it was investigated whether there is a significant relationship between science lesson attitude, science lesson burnout scores, exam motivation and exam anxiety scores, and whether students' attitude, burnout, motivation and anxiety scores make a statistically significant difference according to variables of gender and class level. In this study, "relational screening model" of the general screening models was used. Science Lesson Attitude, Science Lesson Burnout, Exam Motivation and Exam Anxiety Scales were used as data collection tools. The population of this study consists of students in secondary schools in central districts of Sakarya. The sample consisted of 641 students 298 (46%) girls and 343 (54%) boys in six randomly selected secondary schools in central districts. Problems of the study were analyzed by "Spearman Correlation," "Kruskal-Wallis" and "Mann-Whitney U" due to the data was not exhibited normal distribution. The results showed that there was a negative relationship between science lesson attitude burnout scores and exam anxiety scores of students, and there was a positive and significant relationship between exam motivation scores. While the attitude and burnout scores of science students showed statistically significant differences according to gender, exam motivation and anxiety scores did not show statistically significant differences according to gender. In addition, it was observed that as the grade levels of secondary school students increased, attitudes and exam motivation decreased, while their science burnout and exam anxiety increased significantly. Keywords: Science lesson attitude, science lesson burnout, exam anxiety, exam motivation, grade level.