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year 7, Issue 1 (Spring 2018 2018)
Rooyesh 2018, 7(1): 179-198 |
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daryadel J, sharifi N, heidarirad H, nabidost A. Comparison of self-efficacy beliefs, emotion regulation strategies and tolerance of ambiguity in male and female students with test anxiety. Rooyesh 2018; 7 (1) :179-198
URL: http://frooyesh.ir/article-1-140-en.html
URL: http://frooyesh.ir/article-1-140-en.html
1- Mohaghegh Ardebil University , javad.daryadel@gmail.com
2- Mohaghegh Ardebil University
3- university of alamehtabatabaei
2- Mohaghegh Ardebil University
3- university of alamehtabatabaei
Abstract: (3795 Views)
This study aimed to Comparison of self-efficacy beliefs, emotion regulation strategies and tolerance of ambiguity in male and female students with test anxiety. This study was causal-comparative method. The statistical population of this study includes all male and female students of Ardabil secondary school in the academic year 2012-2013. The participants of the study included 150 students (75 girls and 75 boys) who had an anxiety test, selected randomly in a multi-stage cluster sampling and participated in the study. To collect data, the test anxiety questionnaire, self-efficacy, emotion regulation and tolerance of ambiguity were used. The obtained data were analyzed by MANOVA multivariate analysis of variance using SPSS18 software. The results showed that there is a significant difference between two groups of male and female students with test anxiety. The results also showed that there is a significant difference between male and female students with anxiety tests in the setting of excitement and tolerance of ambiguity. However, this difference was not significant in self-efficacy. The results show that emotional regulation and tolerance of ambiguity in female students have anxiety tests more than boys. Therefore, in order to prevent the test anxiety, it is possible to teach emotional adjustment strategies to female students and increase their ambiguity with necessary training.
Type of Article: Research |
Subject:
Clinical Psychology
Received: 2015/12/28 | Revised: 2018/01/27 | Accepted: 2018/01/21 | ePublished: 2018/01/27
Received: 2015/12/28 | Revised: 2018/01/27 | Accepted: 2018/01/21 | ePublished: 2018/01/27
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