Journal article Open Access

STRESS MANAGEMENT IN TAKING TESTS: THE ROLE OF EFL LEARNERS' STRESS COPING STRATEGIES IN THEIR TEST ANXIETY AND TEST-TAKING STRATEGIES

Salimeh Salehi; Afsaneh Ghanizadeh; Soroor Rostami

The purpose of the current study was to examine the effectiveness of some strategies (stress coping and test-taking strategies) in diminishing Iranian EFL learners’ test anxiety. The sample consisted of 152 adult participants, 48 males and 104 females aged 20 to 35 with Persian as their first language. The instruments used in this study consisted of three questionnaires, the coping inventory for stressful situations (CISS), test anxiety questionnaire, and test taking strategy questionnaire. The results of path analysis demonstrated that among the coping strategies, task (β= .35, t= 5.00) and avoidance (β= .32, t= 4.32) are positive predictors of test-taking strategies and emotion negatively predicted test-taking strategies (β= -.21, t=  -3.26). Test anxiety is influenced by task (β= -.17, t= -2.18) and avoidance (β=- .33, t= -4.25) negatively and positively by emotion (β= .23, t= 3.43). It was also found that test-taking strategies and test anxiety are negatively associated (β= -.25, t= -3.17). In addition, results of independent sample t-test showed that there is a significant difference between male and female students with respect to stress coping strategies, test taking strategies, and test anxiety. Finally, the findings were discussed with reference to the context of Iran.

Files (910.2 kB)
Name Size
26. STRESS MANAGEMENT IN TAKING TESTS - Afsaneh Ghanizadeh.pdf
md5:ff8d337b59f5dd94f4bf17ae42ba6a0c
910.2 kB Download
176
80
views
downloads
All versions This version
Views 176176
Downloads 8080
Data volume 72.8 MB72.8 MB
Unique views 166166
Unique downloads 7373

Share

Cite as