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Predicting Exam Anxiety Based on Learning and Motivation Styles in Shiraz High School Students

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Page: 318-325
Omid Karimi1, Yaser Zarei2, Zahra Zarei3, and Fatemeh Rahimi4 (Department of Teacher of Chabahar Education, Yazd University of Science and Art, Iran1, Department of Teacher of Chabahar Education, Master of Educational Management, Arsanjan Azad University, Iran2, Department of Educational Sciences, Undergraduate Student of Elementary Education, Arsanjan Azad University, Iran3, Department of Persian the Literature, Literature Teacher of Arsanjan Education Department, Iran4)

The aim of this study was to predict test anxiety based on learning and motivation styles in high school students. The research method was descriptive-correlational. The study population included high school students in Shiraz who were selected by purposive sampling. Exam anxiety questionnaires, learning styles and motivation were used to measure the variables. Pearson correlation coefficient and simultaneous linear regression were used to analyze the data. The results showed that the whole regression model for predicting test anxiety based on subscales of learning styles was significant. Also, the results showed that predicting test anxiety based on motivational styles inversely and significantly could predict 20% of the variance of test anxiety.

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Page: 318-325
Omid Karimi1, Yaser Zarei2, Zahra Zarei3, and Fatemeh Rahimi4 (Department of Teacher of Chabahar Education, Yazd University of Science and Art, Iran1, Department of Teacher of Chabahar Education, Master of Educational Management, Arsanjan Azad University, Iran2, Department of Educational Sciences, Undergraduate Student of Elementary Education, Arsanjan Azad University, Iran3, Department of Persian the Literature, Literature Teacher of Arsanjan Education Department, Iran4)