JJES » JJES Issues
 
 Yarmouk Journals
Home
Editorial Board
Consulative Board
Manuscript Submission
Publication Guidelines
JJES Issues  
Contact Address
 

 

القدرة التنبؤية للصلابة الأكاديمية بقلق الاختبار المعرفي لدى طلبة كلية إربد الجامعية

                                  محمد ملحم *، وعبد الناصر الجراح**، ومحمد الشريدة***     

‏* جامعة البلقاء التطبيقية، الأردن.‏
‏** جامعة الخليج العربي، البحرين.‏
‏*** جامعة الحسين بن طلال، الأردن.‏
 

Doi://10.47015/18.2.5 

JJES,18(2), 2022, 227-301

ملخص: هدفت الدراسة ألى تعرف مستوى الصلابة الأكاديمية، وقلق الاختبار المعرفي، والقدرة التنبؤية للصلابة الأكاديمية بقلق الاختبار المعرفي لدى عينة من طلبة كلية إربد الجامعية. تكوّن مجتمع الدراسة من(4867) طالبًا وطالبة. وتكونت العينة من (347) طالبًا وطالبةً، تمّ اختيارهم بالطّريقة المتيسرة. وطبق عليهم مقياس الصلابة الأكاديمية لبنشك ولوبز (Benishek & Lopez, 2001)، ومقياس كاسدي وجونسون Cassady & Jonson, 2002)) لقلق الاختبار المعرفي، بعد التحقق من صدقهما وثباتهما. لتحقيق أهداف الدراسة، استخدم المنهج الوصفي الارتباطي. وأظهرت النتائج أن مستوى الصلابة الأكاديمية وقلق الاختبار المعرفي لدى عينة الدراسة جاء بدرجة متوسطة، كما بينت النتائج أن بُعدي الصلابة الأكاديمية "الالتزام والضبط" كانا عامل تنبؤ دالّين إحصائيًا بقلق الاختبار المعرفي ككل؛ حيث بلغت قيمة التباين المفسر (26.9%)، بينما لم يكن بُعد "التحدي" عاملي تنبؤ دالًا إحصائيًا بقلق الاختبار المعرفي. وفي ضوء النتائج، تم التوصية بإجراء مزيد من الدراسات التي تتناول العلاقة بين الصلابة الأكاديمية وقلق الاختبار المعرفي لدى طلبة المرحلة الثانوية لتأثيره في نجاحهم في المهام الأكاديمية المستقبلية.

(الكلمات المفتاحية: الصلابة الأكاديمية، قلق الاختبار المعرفي، طلبة كلية إربد الجامعية)

Predictive Ability of Acadimic Hardiness of Cognitive Test Anxiety among Irbid University Collage Students

Mohammed Melhim,  Al-Balqa Applied University, Jordan.  

Abdelnaser Al-Jarah, Arabian Gulf University, Bahrin.

 

Mohammed Al-Sheraideh,  Al-Hussein Bin Talal University,Jordan

Abstract: The study aimed to identify this level of academic hardiness, cognitive test anxiety and the predictive ability of academic hardiness of cognitive test anxiety among a sample of Irbid University College students. The population of the study included (4867) male and female students. The sample consisted of (347) male and female students selected using available sampling. Benishek & Lopez (2001) academic hardiness scale and Cassady &Jonson (2002) test anxiety scale were used. The validity and reliability for both scales were verified. The correlation descriptive approach was used. The results indicated that academic hardiness and cognitive test anxiety levels were moderate. The results also showed that both dimensions of academic hardness (commitment and control) were significant predictors of cognitive test anxiety as a whole (26.9%), while the challenge domain was not a significant predictor of text anxiety. In light of the results, the study recommended conducting more studies dealing with academic hardiness and cognitive test anxiety among secondary students due to its effect on their success in future academic tasks.

.

(Keywords: Academic Hardiness, Cognitive Test Anxiety, Irbid University College Students).

 

References

Abdollahi, A., & Noltemeyer, A. (2016). Academic hardiness: Mediator between sense of belonging to school and academic achievement. The Journal of Educational Research, 111(3), 345-351.

Abdollahi, A., Carlbing, P., Vaez, E., & Ghhfarokhi. (2018). Perfectionism and test anxiety among high-school students: The moderating role of academic hardiness. Current Psychology, 37(3), 632–639.

Abramson, Y., Garber, J., & Seligman, P. (1980). Learned helplessness in humans: An attributional analysis. In: Garber J., & Seligman M.E.P. (editors). Human helplessness: Theory and application, New York: Academic Press, 3–34.

Amalu, M. (2017). Cognitive test anxiety as a predictor of academic achievement among secondary-school students in Makurdi Metropolis, Benue State. International Journal of Scientific Research in Education, 10(4), 362-372. Retrieved on 30 August 2020 from: http://www.ijsre.com.

American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th edn.). Washington, DC: Author.

Amirkhan, H. (1998). Attributions as predictors of coping and distress. Personality and Social Psychology Bulletin, 24(9), 1006-1018.

Audeh, A., & Al-Qadi, M. (2014). Descriptive and inferential statistics. Amman: Al-Falah Library for Publishing and Distribution.

Bartone, T., Roland, R., Picano, J., & Williams, T. (2008). Psychological hardiness predicts success in US army special forces candidates. International Journal of Selection and Assessment, 16(1), 78–81.

Benishek, A., & Lopez, G. (2001). Development and initial validation of a measure of academic hardiness. Journal of Career Assessment, 9(4), 333-352.

Cassady, C. (2004). The influence of cognitive test anxiety across the learning-testing cycle. Learning and Instruction, 14(6), 569–592.

Cassady, C. (2010). Test anxiety: Contemporary theories and implications for learning. Publisher: Peter Land.

Clute, P. (1984). Mathematics anxiety, instructional method and achievement in a survey course in college mathematics. J. Research in Mathematics Education, 5, 50-58.

Covington, V. (1993). A motivational analysis of academic life in college. In: Smart J, (editor). Higher education: handbook of theory and research, New York: Agarthan Press. 50–93.

Cruz, P. (2010). Emotion perception and reactions to tests: Affective influences on test performance. Rice University: Doctoral Dissertation.

De Caro, S., Thomas, D., Albert, B., & Beilock, L. (2011). Choking under pressure: Multiple routes to skill failure. Journal of Experimental Psychology: General, 140(3), 390-406.

Dweck, S., & Leqqett, L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95 (2), 256-273.

Ergene, T. (2003). Effective interventions on test anxiety reduction: A meta-analysis. Sch. Psychol. Int., 24, 313–328. doi: 10.1177/ 01430343030243004.

Eysenck, J. (1973). Personality, learning and anxiety. In: H. J. Eysenck (Ed.), Handbook of abnormal psychology, 2ndedn., London: Pitman.

Hatti, J. (1985). Methodology review: Assessing unidimensionality of test and Items. Applied Psychological Measurement, 9(2), 139-164.

Hembree, R. (1988). Correlates, causes and treatment of test anxiety. Review of Educational Research, 58, 47–77.

Hembree, R. (1990). The nature, effects and relief of mathematics anxiety. J. Research in Mathematics Education, 21(1), 33–46.

Janq, K., & Liang, C. (2016). Perception of academic self-efficacy and academic hardiness in Taiwanese university students. 5th IIAI International Congress on Advanced applied informatics (IIAI-AAI). 1198–1199.

Kamtsios, S., & Karagiannopoulou, E. (2013). Conceptualizing students’ academic hardiness dimensions: A qualitative study. European Journal of Psychology of Education, 28(3), 807-823.

Karimi, A., &. Venkatesen, S. (2009). Mathematics anxiety, mathematics performance and academic hardiness in high-school students. Int. J. Educ. Sci., 1, 33-37.

Khalatbair, J., Ghorbanshirodi, S., & Akhashabi, M. (2013). The relationship between hardiness and exam anxiety in students. Life Science Journal, 10, 185-188.

Kobasa, S. (1979). Stressful life events, personality and health: An inquiry into hardiness, Journal of Personality and Social Psychology, 37(1) ,1-11.

Kobasa, S., Maddi. S., & Kahn, S. (1982). Hardiness and health: A prospective study. Journal of Personality and Social Psychology, 42, 168-177.

Kuo, H., & Tsai, M. (1986). Social networking, hardiness and immigrants’ mental health. Journal of Health and Social Behavior, 27(2), 133–149.

Liebert, R., & Morris, L. (1967). Cognitive and emotional components of test anxiety: A distinction and some initial data. First published June 1, Research Article in: PubMedhttps://doi.org/10.2466/pr0.1967.20.3.975.

Lifton, D., Seay, S., McCarly, N., Olive-Taylor, R., Seeger, R., & Bigbee, D. (2006). Correlating hardiness with graduation persistence. Academic Exchange Quarterly, 10, 277–282.

Maddi, S. R., & Hightower, M. (1999). Hardiness and optimism as expressed in coping patterns. Consulting Psychology Journal: Practice and Research, 51, 95-105.

Maddi, H., Harvey, M., Khoshaba, M., & Fazel, N. (2009). Resurrection hardiness training facilitates performance in college. The Journal of Positive Psychology, 4(6),566-577.

Mahmoudi, R. (2011). Mathematics performance and academic hardiness: Mathematics anxiety adolescence. Word Rural Observations, 3(3), 122-125.

Moazedian, A., Ahghar, G., & Nazari, M. (2014). The effectiveness of hardiness training on test anxiety. Iranian Journal of Cognition and Education, 1(1),47-52.

Nonis, S., Hudson, G., Loqan, L., & Ford, C. (1998). Influence of perceived control over time on college students' stress and stress-related outcomes. Research in Higher Education, 39, 587-605.

Patterson, T., & Arnetz, D. (2001). Factor analysis and predictors of student stressors. Psychotherapy and Psychosomatics, 70(3), 39–49.

Putwain, D., & Daly, L. (2014). Test anxiety prevalence and gender differences in a sample of English secondary-school students. Educ. Stud., 40, 554–570. doi: 10.1080/03055698.2014.953914.

Saadé, G., & Kira, D. (2009). Computer anxiety in e-learning: The effect of computer self-efficacy. Journal of Information Technology Education, 8, 177-191.

Sapp, M., Durand, H., & Farrell, W. (1995). Measures of actual test anxiety in educationally and economically disadvantaged students. College Student Journal, 29, 65–72.

Schwarzer, R., & Jerusalem, M. (1992). Advances in anxiety theory: A cognitive process approach. In: K. A. Hagtvet, & T. B. Johnsen (Eds.), Advances in Test Anxiety Research, 7, 2–31.

Sharpley, F., & Yardley, p. (1999).The relationship between cognitive hardiness, explanatory style and depression happiness in post-retirement men and women. Australian Psychologist,  34(3), 198–203.

Sheard, M., & Golby, J. (2006). Effect of psychological skills training program on swimming performance and positive psychological development. International Journal of Sport and Exercise Psychology, 2, 7-24.

Sheard, M., & Golby, J. (2007). Hardiness and undergraduate academic study: The moderating role of commitment. Personality and Individual Differences, 43, 579- 588. Retrieved from: http://dx.doi.org/10.1016/j. paid.2007.01.006.

Sheard, M. (2009). Hardiness commitment, gender and age differentiate university academic performance. British Journal of Education Psychology, 79(1), 189-204.

Sommer, M., & Arendasy, E. (2014). Comparing different explanations of the effect of test anxiety on respondents' test scores. Intelligence, 42, 115–127. http://dx.doi.org/ 10.1016/j.intell.2013.11.003.

Struthers, W., Perry, P., & Mence, H. (2000). An examination of relationship among academic stress, coping, motivation and performance in college. Research in Higher Education, 41(5), 581–592.

Thomas, L., Cassady, C., & Finch, H. (2018). Identifying severity standards on the cognitive test anxiety scale: Cut score determination using latent class and cluster analysis. J. Psychoeduc. Assess., 36, 492–508.

Thomas, R., & Gadbois, A. (2007). Academic self-handicapping: The role of self-concept clarity and students' learning strategies. British Journal of Educational Psychology, 77(1), 101–119.http://dx.doi.org/10.1348/000709905 X79644.

Wooldridge, M. (2015). Introductory econometrics. A modern approach. Boston, MA: Cengage Learning.

Zakin, G., Solomon, Z., & Neriya, Y. (2003). Hardiness, attachment style and long-term psychological distress among Israeli POWs and combat veterans. Journal of Personality and Individual Differences, 34(5), 819–829.

Zeidner, M., & Matthwes, G. (2005). Evolution anxiety: Current theory and research. In: A. j. Elliot, &C.S.(Eds.), Handbook of Competence and Motivation. Guilford Publications.