The Relationship between Learning Motivation and Academic Vitality with Test Anxiety the Mediation of Academic Procrastination Students'
Subject Areas : Psychology
نرگس پورطالب
1
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وحید واحدی قره بابا
2
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فاطمه نورکجوری
3
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هادی اکبری نژاد
4
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Abstract :
The aim of the present study was the relationship between learning motivation and academic vitality with students' exam anxiety with the mediation of academic procrastination. This research is based on the basic purpose and descriptive-correlation research method of structural equations. The statistical population of the present study was all the students of Siraj Higher Education Institute in the academic year of 2021-2022. According to Morgan's table, the statistical sample of this research was 350 people who were selected and studied using the available sampling method. Sarason's test anxiety questionnaire (1988), Hossein Chari and Dehghanizadeh's academic vitality questionnaire (2013), Kashif et al.'s (2013) learning motivation questionnaire, and Solomon and Rothblum's procrastination questionnaire (1984) were used to collect data. Data analysis was done with Pearson's correlation coefficient and structural equation analysis. The results of the research showed that learning motivation and academic vitality have a direct and negative effect on exam anxiety and academic procrastination in students. Also, procrastination has a direct and positive effect on students' exam anxiety. The results showed that the indirect effect of academic vitality and learning motivation through academic procrastination on exam anxiety is negative and significant. Learning motivation and academic vitality play an important role in exam anxiety students.
