NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1124612
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
ISSN: ISSN-2332-3205
The Relationship between Learning Style, Test Anxiety and Academic Achievement
Yazici, Kubilay
Universal Journal of Educational Research, v5 n1 p61-71 2017
This study aimed to investigate the relationship between social studies pre-service teachers' (SSPTs) learning style, test anxiety and academic achievement. A total of 315 SSPTs participated in the study. Data were collected using Turkish versions of Grasha-Reichmann learning style scale (GRLSS) and test anxiety scale (TAS) by Spielberger. According to the findings, SSPTs' academic achievements had negative and low-level relationship with the TAS' worry sub-dimension while they had no significant relationship with the emotionality sub-dimension. No statistically significant relationship was observed between test anxiety and independent, participant and avoidant learning styles, which are among GRLSS sub-dimensions. The findings revealed that competitive and cooperative learning styles had positive, low-level and significant relationship with the TAS' emotionality sub-dimension, and the same relationship was observed between the competitive learning style and the worry sub-dimension. The relationship of gender and class level with learning styles and test anxiety was also investigated in this study.
Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Identifiers - Assessments and Surveys: Test Anxiety Inventory
Grant or Contract Numbers: N/A