Show/Hide Menu
Hide/Show Apps
anonymousUser
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Açık Bilim Politikası
Açık Bilim Politikası
Frequently Asked Questions
Frequently Asked Questions
Browse
Browse
By Issue Date
By Issue Date
Authors
Authors
Titles
Titles
Subjects
Subjects
Communities & Collections
Communities & Collections
The role of self-efficacy, hope, and anxiety in predicting university entrance examination scores of eleventh grade students
Download
index.pdf
Date
2006
Author
Kemer, Gülşah
Metadata
Show full item record
Item Usage Stats
11
views
3
downloads
The purpose of the present study is to investigate the role of student self-efficacy, academic self-efficacy, state and dispositional hope, and state and trait anxiety in predicting university entrance examination (UEE) scores of students. The participants of the study consisted of 786 (442 males, 344 females) volunteered students who were in the course of preparation preparing for the university entrance examination at Çatı, Final, Karacan, Odak, Sınav, and Zafer Private Courses in Ankara. The data were gathered by administering six instruments, namely College Academic Self-efficacy Scale (CASES), College Student Self-efficacy Scale (CSSES), State Hope Scale (SHS), Dispositional Hope Scale (DHS), State Anxiety Inventory (SAI), and Trait Anxiety Inventory (TAI). The results of three separate regression analyses revealed different models for the quantitative, equally weighted, and language samples. For the quantitative sample, Anatolian High School-type, Super Lycee school-type, Learning Self-efficacy subscale scores of CSSES, Private High School, Academic Self-efficacy subscale scores of CASES, State Anxiety Inventory scores, Career Planning subscale scores of CSSES, Characteristics of a Good Citizen subscale scores of CASES, Agentic Thinking subscale scores of SHS, and Income level of the family predicted the university entrance examination scores. For the equally weighted sample, the predictor variables entered into the regression equation were Anatolian High School-type, Super Lycee school-type, Academic Self-efficacy subscale scores of CASES, Academic Helping Efficacy subscale scores of CASES, Quantitative Self-efficacy subscale scores of CASES, Pathways subscale scores of DHS, and Agency subscale scores of SHS. For the language sample, Communication Efficacy subscale scores of CSSES, Super Lycee, Anatolian High School, Private High School, Agentic Thinking subscale scores of SHS, Career Planning Self-efficacy subscale scores of CSSES, and Social Self-efficacy subscale scores of CASES were found as the predictor variables entered into the regression equation.
Subject Keywords
Educational Psychology.
URI
http://etd.lib.metu.edu.tr/upload/3/12607441/index.pdf
https://hdl.handle.net/11511/16273
Collections
Graduate School of Social Sciences, Thesis