ERG SES C 09, Assessment and Education
Exam play a crucial role in student life.İt play an important role in achieving the desired career.So that the exam stress situation emerged.Exams are the moments when you are most intensely experienced.İt is a special kind of concern.Exam stress is experienced in post- primary school education in many countries. It brings with it many negativity.Misunderstanding in childhood is one of the most significant factors that determine the level of academic anxiety in the future(Baltaş,2002;Öner,1989).University is a different environment,Different sections, different contents. Level of anxiety at the university can vary significantly due to these reasons.Ball(1995) suggest that stress among university students is a serious problem.University period has a future oriented content, which is why it is big.It leads to more tension and anxiety in the students.So students can face various problems.For example;psychological problems, somatic disorders, communication problems form anxiety symptoms.Morris and Liebert (1970) suggest that the two dimensions of exam anxiety.there are emotional and tactile dimensions.Tactile: it contains both insensitive and hopeless thoughts.emotionalism: physiological variables of exam anxiety (nausea, headache, facial flush) are physical variables..In Turkey, students with high anxiety argued that the state anxiety.Coping behavior: cognitive and behavioral efforts that combine stressful situations.
Individual changes in the problematic person-environment relationship.There are cognitive and behavioral efforts.Yavuz(2004) suggest that exam stress has created psychological and physiological changes that started before exam and affected performance of the individual in the negative.
Another important point is that academic importance and high grade exams are not the same as the exam stress, but poor working habits, expectation level, perfectionalism, failure, not managing time(Blankstein et al.,1997).
.Hynes and Terry (1998) suggest that coping process is needs to be learned.İndividuals who creates tension.To cope with situations they can;
1.)Take responsibility for coping with emerging problems
2.) Do not rely on your skills to combat the difficulties of life
3.)A truly accurate assessment of the situation;getting help,thinking of good plan,them many alternatives taking into account approaches.
4.)İmplementing the plan in an effective an effective way,optimizing any future self- culvating to face the problem
In general, most obvious result from research will be show that females need more social support than males(Belle,1991;Frydenberg&Lewis,1991,1993).Females have high rates of seeking social support and blaming themselves.this study also has more anxious about their problems than males.Studies on exam stress and gender differences have shown that females show higher exam stress (Guida&Ludlow,1989;Sud,1991;Rogers&Gierl,1996;Zetle et.al.,2000).
Central to the phenomenon of this research,How exam stress can reduce the effects on human behavior during exam periods.The level of exam stress according to gender is distinctive.Exam periods are a stressful process for people.Individuals with exam stress may experience adverse effects in these processes. İn females, there have been many field distortions, especially physiological-psychological symptoms.Psychological delusions created physiological symptoms.In this research, in female, the high level of exam stress is the most important factor that should be questioned.All these situations tell us;
1.)What can be done during the exam periods?
2.)How can studies be conducted for female individuals? 3.)How to work on exam stress in universities?
This work leads to finding and questioning the answers to the above questions.
Purpose of the study Bröder and Musch(1999) suggest that male students have more affection than female students,female students have more deliberate attitudes than male students.İn addition to other studies:the result is that the females show more exam stress than the males(Aral&Başar,1996;Guida&Ludlow,1989;Sud,1991).Female and male participants showed behavioral differences depending on their variables.They have reactions and changes.Mental and physical symptoms may occur in anxiety.This situation may show a few signs of anxiety leading to panic(Köknel,1986:135). Therefore, the purpose of this research examine the effect of exam stress on behavior during exam periods(during the exam, after the exam, before the exam) according to gender and university department.So we can see the effects of exam stress on time and variables-related behaviors.To be able to understand the very root of the problem the following research questions were asked: 1.)How did the changes in psychological-physiological, environment-related communication and behaviors, eating habits occured pre-exam period? 2.)How did the changes in psychological-physiological, environment-related communication and behaviors, eating habits occured during the exam period? 3.)How did the changes in psychological-physiological, environment-related communication and behaviors, eating habits occurred after the exam period? Methodology The methodology that was used to conduct this research study was case study research.The determined variables were investigated by asking related questions.Comparison and analysis of behavioral effects.The effects of exam stress were examined according to periods and in order to understand the differences, different university sections and different genders were chosen.A semi-structured interview questionnaire was applied to selected individuals and a voice recording was taken.Finally, the findings of the interviews were examined, compared, analyzed and supported by literature sources.
Expected outcomes/results This research objective is to examine the behavioral effects of exam stress according to certain variables.Significant results have emerged in the study.Gender identity and university departmental differences were analyzed.For all that,very important ideas have been achieved.the most important of these;height of female exam stress level,ineffectiveness of university departmental differences,increase the number of studies on exam stress in universities,studies to reduce exam stress by female individuals.In addition, it is important that some factors be applied by paying attention to the gender.The preliminary findings of this research,exam stress varies depending on gender differences, especially in female individuals; psychological conflicts caused physiological symptoms, and then the university department did not make a meaningful difference. On the other hand; 10 participants of the research, affects the generalization of study.The application of large mass will increase general availability.
References Amanullah,S.,Aziz,S.,Hastman,M.,& Hastman,S.(2008).Factor causing exam anxiety in medical students.medical unitil hospital & dow university of health sciences,karachi,sindh institute of urology & transportation ,karachi,58(4). Bozkurt,N.(2004).The relationship between the levels of depression and anxiety in a group of university students and various variables.education and science,29(133),52-59. Dündar,S.,Topçu,B.,&Yapıcı,Ş.(2008).Investigation to the test anxiety according to some personality characteristics of university students.gazi educational faculty journal,28(1),171- 186. Erözkan,A.(2004).Anxiety and coping behaviors of university students.sbs journal spring,12. Özan,M.,& Yüksel,Y.(2003).The effects of the learners on the learning of the exam concerns.Eastern anatolia region researches,3. Özkar,H.,&Balkar,B.(2008).The reasons of stress perceıved by students of education faculty in the classroom and personal variables effect on stress.Electronic journal of social sciences,7(24),337-350. Kapıkıran,Ş.(2002).An examination of the relationship between test anxiety of university students and some psychosocial variables,pamukkale university education faculty magazine,1(11). Sübaşı,G.(2007).Some variables for social anxiety prediction in college students.Education and science,32(144).
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.