Namudar İzzet Kurbanoğlu

Students' academic achievement is thought to be affected by their attitudes toward science, their burnout, test motivation, and anxiety. Hence, this research examined the correlation between lower-secondary school students' science attitude, science burnout, test motivation, and anxiety. In addition, it explored the significant difference between students' science attitudes, science burnout, test motivation, and anxiety scores according to gender and grade levels. Science attitude (SA), science burnout (SB), test motivation (TM), and test anxiety (TA) scales were administered to the students. The sample comprised 641 students. The results showed that students' SA scores were negatively correlated with SB and TA scores and positively and significantly associated with TM scores. Students' SA and SB scores showed significant differences according to gender. However, TM and TA scores did not differ significantly according to gender. Moreover, it was observed that as the grade levels of students increased, SA and TM scores decreased, while SB and TA scores increased significantly.

The present study examined the relationship between anxiety about exam question types and students’ attitudes, test motivation, and exam success. The sample was 121 middle school pupils in Sakarya, Turkey, aged 11 to 15 years. Data obtained from scales on attitude, anxiety, and test motivation were analyzed using Pearson correlation coefficients and regression analyses. The findings indicate that anxiety about exam question type was significantly negatively related to attitude, test motivation, and exam success. Moreover, attitudes about question type were significantly positively related to test motivation and exam success, and test motivation was also significantly positively related to exam success. Regression analysis results showed that students' anxiety about exam question types was predicted by their attitudes and exam success but was not predicted by test motivation.

This study examines the role of student-teacher relations on science self-efficacy and science anxiety in face-to-face and distance education. The sample consisted of 309 students attending eighth grade in four different public lower-secondary schools in Turkey and was analyzed using a descriptive model. Student-teacher relation (STR), science self-efficacy (SSE), and science anxiety (SA) questionnaires were administered in both face-to-face and distance education. Gathered quantitative data were analyzed using descriptive statistics, Pearson moment correlation, and a one-sample t-test. The results show that the mean scores of the STR and SSE in face-to-face education are higher than in distance education. The Pearson moment correlation analysis indicates that STR has a significant and positive association with SSE, and a significant negative association with SA, in face-to-face and distance education. In addition, the one-sample t-test found statistically significant differences between the mean scores of the STR and SSE in face-to-face and distance education. This difference is in favor of face-to-face education. Furthermore, the mean scores of SA in distance education are significantly higher than in face-to-face education.

Developing students' positive attitudes toward a situation is extremely important. Many attitude scales aim to measure students' general attitudes toward a situation, but there is a scarcity of tools that can be easily employed to determine the type of questions students prefer in an exam. This paper reports the development and testing of an instrument like this for secondary school students, and 781 secondary school students participated in this study. The Exam Question Types Attitude Scale (EQTA-S) consisting of 10 items was developed in this study, and its validity and reliability were analyzed. Exploratory factor analysis was performed for the construct validity of the EQTA-S and an EQTA-S consisting of 10 items was obtained. The result of the confirmatory factor analysis showed that the scale is a good fit for the proposed one-factor structure. Additionally, the reliability of the scale was established by acceptable Cronbach alpha values that indicated reliability coefficients (Cronbach's alpha) of .81, .85, .84, and .82, respectively. Therefore, the findings of the study revealed that secondary school students' attitude scale toward exam question types provides valid and reliable results. As a result, this scale can be used to measure students' attitudes towards five different types of exam questions.

The objective of this study was to investigate whether there is a statistically significant difference between the scores of exam questions enriched with visual materials and without visual materials in middle school students. In addition, it was to investigate whether students' scores from exam questions enriched with visual materials and without visual materials and test anxiety scores make a difference according to gender. Achievement Tests (AT) and Test Anxiety Scale (TAS) were used as the data collection tools in study. The sample of this study was 28 middle school students. In the analysis results of the study, it was found that there was not a statistically significant difference between the scores of the students in the exam questions with visual materials and without visual materials. In addition, the mean scores of the students in the exam questions enriched with visual materials and questions without visual materials did not show a significant difference by gender. The anoher result obtained was that there was not a statistically significant difference between the test anxiety scores of male and female students. But, it was noticed that as the number of exams students take increased, their test anxiety scores increased, and their exam success scores decreased.

The success of the students in the physics lab depends on their general physics achievement, the physics lesson performance in high school and the test scores. In addition, the success of students in the physics lab was influenced by the students’ physics lab attitudes and non-cognitive variables such as anxiety and self-efficacy beliefs. Therefore, the main purpose of this study is to indicate structural equation modeling on self-efficacy, physics lab anxiety and attitudes. In this research, 513 university students participated, and three scales were used to data collection including Self-efficacy Scale, Physics Lab Anxiety Scale (P-LAS), and Physics Lab Attitudes Scale. In correlation analysis, physics lab anxiety was found negatively related to physics lab attitudes and self-efficacy. According to path analysis results, physics lab attitudes were predicted positively by self-efficacy. Furthermore, self-efficacy and physics lab attitudes were predicted by physics lab anxiety in a negative way. The study revealed that high self-efficacy and positive attitudes toward physics decreases physics lab anxiety. The findings were discussed using the literature in this field.

In this study, it has been investigated whether there is a significant relationship between the science course burnout and test anxiety scores of the secondary school students in the teaching process. In addition, it was investigated whether the burnout and test anxiety scores of the students in the science course differed according to gender. Burnout and test anxiety for science course scales were used in the study as data collection tools. The universe of this study is composed of students who study at secondary schools in the central districts of Sakarya. The sample consists of a total of 641 students, 298 girls (46%) and 343 boys (54%), attending six different state secondary schools in the central districts. Research hypotheses were analyzed with “Speraman Correlation” and “Mann-Whitney U” because the data were not distributed normally. The results showed that there was a positive and significant relationship between the students' burnout scores and the test scores. Moreover, while the students' science course burnout scores differed statistically according to their gender (p<.05), the test scores did not show a statistically significant difference (p>.05).In this study, it has been investigated whether there is a significant relationship between the science course burnout and test anxiety scores of the secondary school students in the teaching process. In addition, it was investigated whether the burnout and test anxiety scores of the students in the science course differed according to gender. Burnout and test anxiety for science course scales were used in the study as data collection tools. The universe of this study is composed of students who study at secondary schools in the central districts of Sakarya. The sample consists of a total of 641 students, 298 girls (46%) and 343 boys (54%), attending six different state secondary schools in the central districts. Research hypotheses were analyzed with “Speraman Correlation” and “Mann-Whitney U” because the data were not distributed normally. The results showed that there was a positive and significant relationship between the students' burnout scores and the test scores. Moreover, while the students' science course burnout scores differed statistically according to their gender (p<.05), the test scores did not show a statistically significant difference (p>.05).

Tests are one of the most common evaluation methods used to assess student learning in the educational process. Therefore, it is important to examine the factors that can help students succeed in tests. The aim of this study is to examine the psychometric features of the Student Opinion Scale (SOS) developed by Wolf & Smith, revised by Sundre and Sundre & Finney in order to assess the universty student's the test-taking motivation on Turkish sample. The SOS consists of two subscales called “Importance” and “Effort” and 10 items. The Turkish form of the scale was applied to 300 students at the Faculty of Education. The studies of internal consistency, item and factor analysis and criterion cohesion validity were performed to examine the psychometric features of the scale. The values obtained from the internal consistency analyses of the scale were .72 for “Importance” subscale; .82 for “Effort” subscale and .74 in total, and it was shown that the scale has sufficient reliability levels. The results of analysis showed that the original two-factor structure of the scale is suitable for Turkish sample. So, it is thought that the scale is a valid and reliable tool to be used for determining the test motivation of the Turkish sample group. Extended English abstract is in the end of PDF (TURKISH) file. Özet Sınavlar, eğitim sürecinde öğrenci öğrenmelerinin değerlendirilmesinde kullanılan en yaygın değerlendirme yöntemlerinden birisidir. Bu nedenle, öğrencilerin sınavlarda başarılı olmasına yardımcı olabilecek faktörlerin incelenmesi önemli bir durumdur. Bu çalışmanın amacı, üniversite öğrencilerinin sınav motivasyonlarını ölçmek amacıyla Wolf ve Smith tarafından geliştirilen, Sundre, Sundre ve Finney tarafından revize edilen Öğrenci Görüşü Ölçeğinin (ÖGÖ) Türk örneklem üzerinde psikometrik özelliklerini incelemektir. Orijinal adı “The Student Opinion Scale” (SOS) olan ölçek, Önem (Importance) ve Çaba (Effort) olarak adlandırılan iki alt boyuttan ve 10 maddeden oluşmaktadır. Ölçeğin Türkçe formu, Eğitim Fakültesinde öğrenim gören 300 öğrenciye uygulanmıştır. Ölçeğin psikometrik özelliklerini inceleyebilmek amacıyla iç tutarlılık, madde analizi ve açımlayıcı faktör analizi ile doğrulayıcı faktör analizi çalışmaları yapılmıştır. Açımlayıcı faktör analizi ve doğrulayıcı faktör analizleri sonucunda orijinal ölçekte olduğu gibi ölçeğin iki faktörlü yapıya sahip olduğu görülmüştür. Ölçeğin Türkçe formu için Cronbach alfa iç tutarlık katsayısı birinci alt boyut (Önem) için .72, ikinci alt boyut (Çaba) için .82 olarak bulunmuştur. Ölçeğin tamamı için Cronbach alfa iç tutarlık katsayısı ise .74 olarak bulunmuştur. Yapılan analiz sonuçları, ölçeğin orijinal iki faktörlü yapısının Türk örneklem için uygun olduğunu göstermiştir. Bu durumda ölçeğin Türk örneklem grubunun sınav motivasyonlarının belirlenmesinde kullanılabilecek, geçerli ve güvenilir bir araç olduğu söylenebilir.

Career interest is an educational construct that consists of the resources an individual uses to respond to tasks and challenges of vocational development. The purpose of this research was investigated whether high school students’ career interest scores differ depending on gender and grade level, and whether there is a significant relationship between students’ career interests and career adaptabilities. The Educational and Career Interest Scale and the Career Adaptabilities Scale were used as the data collection tools in this study. The participants were 702 high school students (357 female, 345 male) who attended high schools in Sakarya. The research data were analyzed with a t-test, ANOVA, the Pearson Moment Correlation, and multiple regressions. The results showed that there is no significant difference between the gender of high school students and their educational and career interest scores. It was observed that there is a statistically significant difference between students’ grade level and educational and career interest scores. Furthermore, it was indicated in this study that there is a positive and significant relationship between students’ educational and career interest scores and their career adaptabilities scores.