Razi Journal of Medical Sciences

fa طراحی مدلی برای پیش‌بینی اضطراب امتحان با توجه به خود تعیین‌گری و نقش میانجی راهبردهای تنظیم هیجان Designing a Model for Predicting Exam Anxiety with Regard to Self-Determination and The Mediating Role of Emotion Regulation Strategies روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;">زمینه و هدف: اضطراب امتحان یک حالت روان‌شناختی است که با برانگیختگی عاطفی و علائم فیزیولوژیکی مختلف همراه است. هدف از انجام تحقیق حاضر طراحی مدلی برای پیش‌بینی اضطراب امتحان با توجه به خود تعیینگری و نقش میانجی راهبردهای تنظیم هیجان بود. روش کار: برای انجام تحقیق  تحلیلی حاضر که با روش مدل‌سازی معادلات ساختاری لنجلم شد از بین دانش‌آموزان دختر و پسر دوره دوم متوسطه مدارس دولتی شهر تهران در سال تحصیلی ۴۰۳-۱۴۰۲ به صورت تصادفی خوشهای ۴۰۰ نفر به عنوان نمونه انتخاب شدند. سپس پرسشنامههای اضطراب امتحان ساراسون (1984)، خودتعیین‌گری توسط دسی و ریان (2000) و خودتنظیمی پینتریچ و همکاران (1991) را تکمیل کردند. به‌منظور تجزیه‌وتحلیل روش‌های آماری از همبستگی پیرسون و مدل معادلات ساختاری استفاده شد. یافته‌ها: نتایج نشان داد خودتعیین‌گری (25/0-)، و راهبردهای تنظیم هیجانی (52/0-) به صورت مستقیم بر اضطراب امتحان اثر دارند. نتیجهگیری: با توجه به نتایج پیشنهاد میشود برای کاهش اضطراب امتحان در دانش آموزان خودتعیین گری و خودتنظیمی را افزایش داد. </div> <div style="text-align: justify;">Background & Aims: Exam anxiety is a type of trait anxiety in the exam situation and is limited by individual factors, personality and other factors (1). Exam anxiety is a psychological state that is associated with emotional arousal and various physiological symptoms (2). Exam anxiety has negative effects on students' academic levels and mental health; Such as academic problems and poor academic performance (3), which also increases the risk of anxiety and depression. At the same time, long-term test anxiety leads to adverse consequences for people's bodies, such as sleep disorders, depression, and eating disorders. In some cases, it may even lead to self-harm and suicidal thoughts (4). Among various factors, one of the variables that can affect exam anxiety is self-determination (10). Self-determination is a quality of human performance that includes the experience of choice and a perceived source of internal control and is characterized by intrinsic motivation and a number of types of extrinsic motivation (11). Another variable related to exam anxiety is emotion regulation strategies. Emotional self-regulation refers to actions that are used to adjust or change an emotional state (15). Emotion regulation includes the use of behavioral and cognitive strategies to change the duration or intensity of the experience of an emotion, and it has been found that when faced with stressful events, people use different emotional regulation strategies to modify or modify their emotional experience. Do (16) According to the above, exam anxiety as a psychological phenomenon tends to affect different scenarios of people's lives and make changes in their performance. Identifying this issue and how to deal with it can become very important in the educational sector, especially in the way it occurs before exams and how students face it; For this reason, this research seeks to investigate close and effective factors (self-determination and emotional regulation strategies) in the occurrence of exam anxiety. Considering the importance of the mental state of students and examining the factors related to exam anxiety, the present study was conducted with the aim of designing a model for predicting exam anxiety with regard to self-determination and the mediating role of emotional regulation strategies. Methods: The present applied, descriptive and correlational research method, which was carried out by the structural equation modeling method and received the code of ethics IR.IAU.QOM.REC.1402.199 from the Islamic Azad University of Qom. It was like this that the researcher first went to the education and training center in Tehran and after explaining the purpose of the research and getting the consent of the officials, he went to the schools in question with the introduction form in hand and among the male and female students studying in the second year In the academic year of 1402-403, 400 people were randomly selected as a statistical sample from public schools in Tehran. The sampling method was such that 4 districts (5, 11, 14 and 15) were randomly selected from among the districts of Tehran, and one school was randomly selected from among the public schools for girls and boys in the second year of high school. Then, five classes were randomly selected from each school and finally, the questionnaires were distributed among the students. Then, the sample subjects completed the self-determination questionnaires of Desi and Ryan (2000), the self-regulation questionnaire of Pintrich et al. (1991) (MSLQ) and the Sarason test anxiety questionnaire (1984). Finally, descriptive statistics were used to describe the research variables and structural equation modeling was used to analyze the data using AMOS and SPSS version 23 computer software. Results: All variables have high reliability in the model. Composite reliability and Cronbach's alpha coefficient for all variables are higher than 0.7. The results of the present study confirm the appropriate fit of these two criteria. The results showed that self-determination had a significant direct effect on exam anxiety (p<0.05). This means that with increasing self-determination, the level of exam anxiety decreases. It was also found that self-determination had an indirect effect on exam anxiety through fear of evaluation (p<0.05).  This means that with the increase of self-determination, the level of exam anxiety decreases due to the fear of negative evaluation. Another finding of the current research showed that emotional regulation strategies had a significant direct effect on exam anxiety (p<0.05). This means that by increasing emotional regulation strategies, the level of exam anxiety decreases. Conclusion: Regarding the relationship between self-determination and exam anxiety, the results of the research showed that self-determination has a direct negative and significant relationship with exam anxiety, and as self-determination increases, exam anxiety decreases. In the explanation above, it can be said that the theory of self-determination considers students to have agency and a natural desire to grow. Satisfying basic psychological needs leads to observable and meaningful positive outcomes for learners' well-being and opportunity for flourishing. Disappointment or deprivation of these needs causes significant harm, including anxiety (23). Regarding the relationship between emotional regulation strategies and exam anxiety, the results of the research showed that emotional regulation strategies have a significant negative and direct effect on exam anxiety, and with increasing emotional regulation strategies, exam anxiety decreases. As mentioned, emotion regulation is defined as the process by which people influence the emotions they have, when they have them, and how they experience and express these emotions. In general, positive and adaptive emotional regulation strategies and negative and maladaptive emotional regulation strategies are the two strategies that are usually examined that are related to emotional responses and cognitive processes (29). The research results showed that people believed that adaptive emotional regulation strategies, especially cognitive reappraisal, can improve anxiety and mental flexibility. This may be because the strategy of cognitive reappraisal is more consistent with long-term effects on emotion regulation strategy selection than expressive suppression. Some studies indicate that adolescents with anxiety disorders can reduce their negative emotions after using cognitive re-evaluation (33); Therefore, in order to cultivate positive emotions and deal with negative emotions (anxiety), active intervention before emotional reaction such as choosing favorable situations, cognitive re-evaluation strategies is necessary. </div> اضطراب امتحان, تنظیم هیجان, خود تعیین‌گری Exam Anxiety, Emotion Regulation, Self-Determination 1 12 http://rjms.iums.ac.ir/browse.php?a_code=A-10-8482-1&slc_lang=fa&sid=1 Maryamalsadat Fazliahmadabad مریم السادات فضلی احمد آباد 3900319475328460088214 0009-0006-0119-7003 No PhD student, Counseling Department, Faculty of Humanities, Islamic Azad University, Qom Branch, Qom, Iran دانشجوی دکتری تخصصی، گروه مشاوره، دانشکده علوم انسانی، دانشگاه آزاد اسلامی واحد قم، قم، ایران Parvin Kadivar پروین کدیور kadivar220@yahoo.com 3900319475328460088215 3900319475328460088215 Yes Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran استاد، گروه روان‌شناسی تربیتی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران Hassan Mirzahosseini حسن میرزاحسینی 3900319475328460088216 3900319475328460088216 No Associate Professor, Department of Psychology, Faculty of Humanities, Islamic Azad University, Qom Branch, Qom, Iran دانشیار، گروه روان‌شناسی، دانشکده علوم‌انسانی، دانشگاه آزاد اسلامی واحد قم، قم، ایران