چكيده لاتين :
Objective: Exam anxiety is a response to the conditions related to the evaluation of students 'performance and students' experiences in this field are of great importance. The purpose of this study was to analyze the students' lived experiences of the phenomenon of test anxiety.
Methods: The research method was based on a qualitative approach and phenomenological method. The statistical population of the study included undergraduate students in the fields of educational sciences of Shahid Madani University of Azerbaijan in the academic year 2018-2019. Nine students were selected for interview through purposive sampling. Semi-organized interviews were used to collect data and continued until the data were saturated. After recording the interview, their text was prepared and the main and sub-topics were extracted. Goba and Lincoln validity were used for data validation and Colaizzi method was used for data analysis.
Findings: After thematic extraction and their classification, the findings are divided into three main categories; Causing factors, consequences and ways of reduction and sixteen sub-categories were classified. Sub-themes of creating factors include: teacher, parents, time management, fear of negative evaluation of others, perfectionism, traditional evaluation system, task importance; Sub-themes of the outcomes included: academic failure, procrastination, inefficiency, increased appetite, physiological problems, and sub-themes of ways of reduction including communication with God, touch therapy, setting dominance goals, and having positive thoughts from the students' descriptions.
Conclusion: According to the results of learning aid in students for effective management of test anxiety is a major challenge and requires group effort in all stages of education.
Objective: Exam anxiety is a response to the conditions related to the evaluation of students 'performance and students' experiences in this field are of great importance. The purpose of this study was to analyze the students' lived experiences of the phenomenon of test anxiety.
Methods: The research method was based on a qualitative approach and phenomenological method. The statistical population of the study included undergraduate students in the fields of educational sciences of Shahid Madani University of Azerbaijan in the academic year 2018-2019. Nine students were selected for interview through purposive sampling. Semi-organized interviews were used to collect data and continued until the data were saturated. After recording the interview, their text was prepared and the main and sub-topics were extracted. Goba and Lincoln validity were used for data validation and Colaizzi method was used for data analysis.
Findings: After thematic extraction and their classification, the findings are divided into three main categories; Causing factors, consequences and ways of reduction and sixteen sub-categories were classified. Sub-themes of creating factors include: teacher, parents, time management, fear of negative evaluation of others, perfectionism, traditional evaluation system, task importance; Sub-themes of the outcomes included: academic failure, procrastination, inefficiency, increased appetite, physiological problems, and sub-themes of ways of reduction including communication with God, touch therapy, setting dominance goals, and having positive thoughts from the students' descriptions.
Conclusion: According to the results of learning aid in students for effective management of test anxiety is a major challenge and requires group effort in all stages of education.
Objective: Exam anxiety is a response to the conditions related to the evaluation of students 'performance and students' experiences in this field are of great importance. The purpose of this study was to analyze the students' lived experiences of the phenomenon of test anxiety.
Methods: The research method was based on a qualitative approach and phenomenological method. The statistical population of the study included undergraduate students in the fields of educational sciences of Shahid Madani University of Azerbaijan in the academic year 2018-2019. Nine students were selected for interview through purposive sampling. Semi-organized interviews were used to collect data and continued until the data were saturated. After recording the interview, their text was prepared and the main and sub-topics were extracted. Goba and Lincoln validity were used for data validation and Colaizzi method was used for data analysis.
Findings: After thematic extraction and their classification, the findings are divided into three main categories; Causing factors, consequences and ways of reduction and sixteen sub-categories were classified. Sub-themes of creating factors include: teacher, parents, time management, fear of negative evaluation of others, perfectionism, traditional evaluation system, task importance; Sub-themes of the outcomes included: academic failure, procrastination, inefficiency, increased appetite, physiological problems, and sub-themes of ways of reduction including communication with God, touch therapy, setting dominance goals, and having positive thoughts from the students' descriptions.
Conclusion: According to the results of learning aid in students for effective management of test anxiety is a major challenge and requires group effort in all stages of education.
Objective: Exam anxiety is a response to the conditions related to the evaluation of students 'performance and students' experiences in this field are of great importance. The purpose of this study was to analyze the students' lived experiences of the phenomenon of test anxiety.
Methods: The research method was based on a qualitative approach and phenomenological method. The statistical population of the study included undergraduate students in the fields of educational sciences of Shahid Madani University of Azerbaijan in the academic year 2018-2019. Nine students were selected for interview through purposive sampling. Semi-organized interviews were used to collect data and continued until the data were saturated. After recording the interview, their text was prepared and the main and sub-topics were extracted. Goba and Lincoln validity were used for data validation and Colaizzi method was used for data analysis.
Findings: After thematic extraction and their classification, the findings are divided into three main categories; Causing factors, consequences and ways of reduction and sixteen sub-categories were classified. Sub-themes of creating factors include: teacher, parents, time management, fear of negative evaluation of others, perfectionism, traditional evaluation system, task importance; Sub-themes of the outcomes included: academic failure, procrastination, inefficiency, increased appetite, physiological problems, and sub-themes of ways of reduction including communication with God, touch therapy, setting dominance goals, and having positive thoughts from the students' descriptions.
Conclusion: According to the results of learning aid in students for effective management of test anxiety is a major challenge and requires group effort in all stages of education.
