Volume 1, Issue 1 (Fall and Winter 2020)                   jspnay 2020, 1(1): 120-132 | Back to browse issues page

XML Persian Abstract Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Seyed Ebrahimi S. Predicting Anxiety Based on Perfectionism and Cognitive Thinking Styles in University Entrance Exam Candidates. jspnay. 2020; 1 (1) :120-132
URL: http://jspnay.ir/article-1-34-en.html
Master student of General Psychology, Badvard Branch, Islamic Azad University, Badrud, Iran
Abstract:   (907 Views)
Background and Objectives: As the largest and most comprehensive exam in the Iranian educational system, the university entrance exam creates a competitive atmosphere among students. This atmosphere can be the source of one of the greatest anxieties that students experience during their studies. In the meantime, variables such as cognitive thinking styles and perfectionism concerning university entrance exam anxiety in students can be examined. So, this study is conducted to predict anxiety based on perfectionism and cognitive thinking styles in university entrance exam candidates in Kashan. Methods: This is a descriptive - correlational study. The statistical population includes all university entrance exam candidates in the academic year 2018-2019 in Aran va Bidgol. The sample size is 120 university entrance exam candidates in Aran va Bidgol who are selected from high school students by convenient sampling. The study tools include the Frost Multidimensional Perfectionism Scale (FMPS), the Grasha-Reichmann Learning Style Scales (GRLSS), and the Sarason Test Anxiety Scale (TAS). Results: The results indicate that there is a significant negative correlation between total perfectionism and test anxiety (r = 0.46), between worry about mistake and test anxiety (r = 0.54), between doubts about actions and test anxiety (r = 0.44), and between parents' expectations and test anxiety (r = 0.20). Besides, there is no significant correlation between the total score of learning styles and test anxiety (r = 0.74), between independent learning and test anxiety (r = 0.59), and between competitive learning and test anxiety (r = 0.52). Conclusion: According to the results, perfectionism on the subscales of worry about mistakes, doubts about actions, and parents' expectations predict test anxiety. The more perfectionist the person, the more test anxiety he/she experience. Moreover, learning styles on the subscales of competitive learning and independent learning does not predict test anxiety, indicating that learning styles do not affect test anxiety levels.
Full-Text [PDF 1145 kb]   (234 Downloads)    
Type of Study: Research | Subject: General
Received: 2020/04/7 | Accepted: 2020/07/14 | Published: 2020/07/31 | ePublished: 2020/07/31

1. 1. Teubert, D, & Pinquart, M,(2011). A meta-analytic review on the prevention of symptoms of anxiety in children and adolescents, Journal of Anxiety Disorders, 25, 1046-1059. 2. Nie, Y, Lau, S, and Liau, A, K,(2011) Role of academic selfefficacy in moderating the relation between task importance and test anxiety. Learning and Individual Differences,21(6) ,236-741. 3. Sarason, I, G, (1975). Anxiety and Self- preoccupation, In I, G, Sarason & C, D, Spielberger (Eds.), Stress and Anxiety,2, NewYork: Hemisphere/ Hastead. 4. Lang, J, Lang, J,(2010) Priming competence diminishes the link between cognitive test anxiety and test performance: Implications for the interpretation of test scores, Psychological Science, 21(6), 811-819. 5. Lowe, P,A, Grumbein, M,J, & Raad, J.M,(2011) Examination of psychometric properties of the test anxiety scale for elementary students (TAS-E) scores, Journal of Psychoeducational Assessment, 29(6), 503-514. 6. Pecoraro,(2006) ACognitive behavioral, psychoanalystic،and psychophysiological factors associated with high test anxiety among colleges students. M.A thesis, Winder University. 7. Moor،M,(2006) variation in anxiety and locuse of control orientation in achieving and underachieving gifted and nongifted middle school student.M.A thesis,University of Connecticut. 8. Miller,J,W,(2010) Academic motivation to self-regularity associations;controlling the effect of test anxiety.Colleg students journal،jun 2010,part B,vol.44,Issue 2. 9. Weiner, B, A, & Carton, J, S,(2012) Avoidant coping: A mediator of maladaptive perfectionism and test anxiety, Journal of Personality and Individual Differences, 52, 632-636. 10. شعیری، محمدرضا؛ ملامیرزایی، محمدعلی؛ پروری، مریم؛ شه مرادی، فاطمه؛ هاشمی، اختر، (1383) مطالعه ی اضطراب امتحان و پیشرفت تحصیلی با توجه به جنسیت و رشته ی تحصیلی در دانش‌آموزان دبیرستانی، روانشناسی بالینی و شخصیت (دانشور رفتار)، 11 (6): 62- 55. 11. کدیور، پروین. عبدالله پور، محمدآزاد و و عبداللهی، محمد حسین، (1384) بررسی رابطه بین سبک‌های شناختی و راهبردهای شناختی و فراشناختی با پیشرفت تحصیلی، فصلنامه پژوهش های روان شناختی. 3(8)، 44-30. 12. Borromeo, F, R,(2003) Mathematical thinking styles- an empirical study. Development of Education, University of hamburg. 13. Burns, L, R & Fedewa, B, A,(2005) cognitive styles: link with perfectionistic thinking, grand valleg state university, Allendale, MI, 49401, united states, published by Elseirer. 14. راستگومقدم، میترا، جوادی، سید وحید، خامسان، احمد،(1395) نقش واسطه‌ای خودتنظیمی در رابطه‌ی بین سبک‌های تفکر و اضطراب امتحان دانشجویان دانشگاه بیرجند. مجله روان‌شناسي شناختي; ۴ (۴) :۱۱-۲۰ 15. Randles, D, Flett, G, L, Nash, K, A, McGregor, I, D, & Hewitt, P, L,(2010) Dimensions of perfectionism, behavioral inhibition, and rumination, Journal of Personality and Individual Differences, 49: 83-87. 16. Stober, J, Hoyle, A, & Last, F,(2013) The Consequences of Perfectionism Scale: Factorial Structure and relationships with Perfectionism, Performance Perfectionism, Affect and Depressive Symptoms, Measurement and Evaluation in Counsenling and Development, 46(3), 178-191. 17. Lozano, L, M., Valor- Segura, I, Lozano, L,(2015) Could a perfectionism context produce unhappy childreb? Personality and Individual Differences, 80, 12-17. 18. Grasha, A, E, Riechman, SH, E,(1996) Teaching with style: Apractical guide to enhancing learning by understanding teaching and learning style, pittsburgn, Alliance publishers. 19. فرجی، آناهیتا (1389). بررسی رابطه کمال‌گرایی با اضطراب امتحان و عملکرد تحصیلی دانشجویان. مجله روان پویش. دانشگاه محقق اردبیلی. 20. پرتوی فر، سمیه، دستجردی، رضا، پاکدامن، مجید (1391). رابطه کمال‌گرایی با اضطراب امتحان در دانش‌آموزان دختر تیزهوش و عادی. کنفرانس بین المللی علوم رفتاری و مطالعات اجتماعی. 21. Flett, G, L, & Hewitt, P, L,(2002). Perfectionism and maladjustment: An overview of theoretical, definitional, and treatment issues. American Psychological Association, 21(3), 167-175. 22. Zhong, Gribbin, and Zheng,(2007) ' The Effect of Monitoring by Outside Block holders on Earnings Management', Quarterly Journal of Business & Economics, Vol, 46, No. 1. 23. Burns, D. D. (1980). The perfectionists script for self-defeat. Psychology Today 24. Young، E,A,(2010) Perfectionism low self-esteem family factors as predictors of bulimic behavior or eating behavior, 5, 273, 28. 25. گنجی، لیلا، (1383).بررسی رابطه میان میزان و ابعاد کمال‌گرایی با عملکرد تحصیلی، افسردگی و اضطراب در دانش‌آموزان دبیرستانی شهر تهران در سال 84-83، پایان نامه کارشناسی ارشد دانشگاه علامه طباطبایی. 26. وردی (1378). بررسی رابطه بین کمال‌گرایی و سرسختی روان شناختی با سلامت روانی و عملکرد تحصیلی دانش‌آموزان دختر پیش دانشگاهی اهواز. پایاننامه کارشناسی ارشد، دانشگاه آزاد اسلامی اهواز. 27. آزادی ده بیدی، فاطمه ، خرمائی، فرهاد(1394). پیش‌بینی اضطراب امتحان بر اساس سبک‌های شناختی تفکر با واسطه گری مؤلفه‌های هدف گرایی در دانشجویان. مقاله پژوهشی مطالعات آموز ش و یادگیری، 7(1): 99-71. 28. سربازوطن، طاهره (1393). بررسی رابطه بین آگاهی های فراشناختی و سبک‌های یادگیری با خودتنظیمی و اضطراب امتحان؛ مجله آموزش پژوهي، 1(1): 55-69 29. فرهوش، معصومه، احمدي، مهرناز (1392). رابطه سبک‌های تفکر و راهبردهاي يادگيري با انگيزش پيشرفت؛ روانشناسي تحولي (روانشناسان ايراني): 9(35): 297-306. 30. Frost, R, O, Maren, P, Lahart, C, & Rosenblate, R,(1990). The dimension of perfectionism, Cognitive Therapy and Research, 14, 449-468. 31. بشارت، محمدعلی (1383). رابطه کمال‌گرایی و مشکلات بین شخصی، مجله دانشور رفتار، 8، 8-1. 32. Hamachek, D, E,(1987) Psychodynamics of normal and neurotic perfectionism, Psychology, 15, 27-33. 33. مومني، خدامراد ، يزدان بخش، كامران ، فرامرزي، فرحناز (1394). رابطه سبك هاي شناختي و سبك هاي يادگيري با اضطراب رياضي در دانش‌آموزان؛ مجله آموزش پژوهي. سال اول، شماره 1. 34. Witkin. H. A & Goodenough. D. R. (1981). Theessence and origin of cognitive style field dependence and independence psychological issue menorah, International University Press. NO 31 New york

Add your comments about this article : Your username or Email:

Send email to the article author

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2022 All Rights Reserved | Biquarterly Journal of studies and Psychological news in Adolescents and Youth

Designed & Developed by : Yektaweb