Family Attitude, Academic Procrastination and Test Anxiety as Predictors of Academic Achievement

Year 2018, Volume: 4 Issue: 4, 219 - 226, 15.11.2018

Caner Borekci , Nihat Uyangor

https://doi.org/10.12973/ijem.4.4.219

Abstract

In this study, the relationship between high
school students' test anxiety, academic procrastination behaviours, family
attitudes and academic achievements were examined; the predicting of test
anxiety, academic procrastination and family attitudes on the academic
achievement was also investigated. The participants of the study were composed
of 496 high school students. The end-of-term grade average of the students was
defined as the criterion of their academic achievements. The students' test
anxiety was measured by the Revised Test Anxiety Scale and the academic
procrastination behaviours by the Academic Procrastination Scale. The family
attitudes were measured by determining the frequency of the activities that
support the academic achievement of the students. Data were analysed by
correlation and regression methods. The findings indicate that there was a
negative correlation between “achievement score” and “anxiety”, “test
irrelevant thinking” and “academic procrastination” while there was a positive
correlation between “achievement score” and “family attitude”. The findings
also revealed that “tension”, “bodily symptoms” and “family attitude”
significantly predicted the “end-of-term grade average” positively, while
“worry”, “test irrelevant thinking” and “academic procrastination”
significantly predicted the “achievement score” negatively. The findings were
discussed in the light of literature along with the suggestions for further
studies.

Keywords

Academic achievement, family attitudes, academic procrastination, test anxiety

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