Effectiveness of Academic Self - Regulation on Test Anxiety of Students

Effectiveness of Academic Self - Regulation on Test Anxiety of Students

Aim: The purpose of this study was to determine the effectiveness of academic self-regulation on studentsʹ test anxiety. Method: The method was quasi-experimental with pretest-posttest control group and follow-up. Statiscal population of this study consisted of all third grade female students in the second semester of 1392-93 of Mirzay Shirazi of Karaj city. Using available sampling method 30 third grade female students in the second semester of 1392-93 that were diagnosed with test anxiety in Sarason Test Anxiety Inventory (1975) were selected and with matched and randomly were assigned to experimental and control groups. After eight session self-regulation training for experimental group, both groups for post-test were answered to Sarason Test Anxiety Scale (1975). Data were analysis using one-way analysis of covariance and ANOVA with repeated measure. Findings: result of the study showed that the difference between the two groups is statistically significant and reduction in test anxiety is sustainable over time. Discussion and conclusion: In relation to test anxiety, research showes there is relationship between this factor and self-regulation factors- Tact and effort.