SA Journal of Education, Vol 39, No 1 (2019)

The relation between intellectual risk-taking regarding science classes and test anxiety inventory of secondary school

Belgin Bal-İncebacak, Süleyman Yaman, Aslı Sarışan-Tungaç


In learning of students, cognitive and affective skills and interaction of these skills are very significant. Intellectual risk taking (IRT) and test anxiety inventory (TAI) fall between these cognitive and affective skills. In this research, in addition to the relation between the skills of secondary school students, whether their class level and science success (SS) have any affect receives scrutiny. The research data has been obtained from 591 students, studying in 12 different government schools in 5 different provinces of Central Blacksea Region of Turkey. Three different data collection tools were used in this research conducted with the cross-sectional method. The correlation analysis results show that there is a negative relation between success in science and TAI, whereas there is a low relation between TAI and IRT. MANOVA results have revealed that as class level gets higher, IRT decreases and TAI does not have a significant tendency. It has been found that as the academic success of students gets higher, their TAI decreases and their IRT points do not have a specific tendency.

ORCiD iDs of authors:
Belgin Bal-İncebacak -
Süleyman Yaman -
Aslı Sarışan-Tungaç -

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