Akademik Veri Yönetim Sistemi
Acta Didactica Napocensia, cilt.13, sa.1, ss.127-137, 2020 (Hakemli Dergi)
The purpose of this study was to examine the relationship between test anxiety and
math anxiety and determining whether some of the variables have differences in test anxiety and
mathematics anxiety scores of 5th, 6th, 7th, and 8th grade students. The study was conducted with
337 students in two middle school selected by random sampling method in Istanbul during the
2016-2017 academic year. The data of the study was collected with the Test Anxiety Scale for
Children, Mathematical Anxiety Scale and Personal Information Form, and the scores were tested
for mean, t-test, F-test (ANOVA) and correlation coefficient analysis and when it was necessary,
the Scheffe test was done. As a result of the research, middle school students' math anxiety points
average and test anxiety points average were found to be moderate. It is observed that the students'
math anxiety averages point, and test anxiety point averages are increased according to the level of
classroom they are in and they are unchanged according to gender. At the same time, there is a
positive relationship between students' math anxiety and test anxiety.