Presenting the Exam Anxiety Model Based on Thinking Styles and Learning Styles with the Mediation of Academic Self-Efficacy

Abstract

Aim and Background: Considering that anxiety, especially test anxiety, has a decisive role in people's learning and performance, the investigation of factors affecting it has been discussed by researchers, therefore; The aim of the current research is to provide a model of exam anxiety based on thinking styles and learning styles with the mediation of academic self-efficacy. Materials and Methods: The current research method is descriptive and correlational. For the research, a sample size of 400 people was selected in a multi-stage cluster. To collect information from Ahvaz Anxiety Scale Questionnaire, Learning Styles Questionnaire (ILS), Sternberg and Wagner's list of thinking styles and Scherer's general self-efficacy questionnaire were used. Path analysis method and Imus program were used to analyze the findings. Findings: The results of the path analysis showed that learning styles and thinking styles play a predictive role on test anxiety with the mediation of self-efficacy. Conclusion: It seems that the presented model has a good fit and both learning styles and thinking styles have a decisive role on exam anxiety with the mediation of test anxiety.

Keywords

• academic anxiety
• learning styles
• self-efficacy
• thinking style