واکاوی تجارب زیسته دانشجویان از پدیده اضطراب امتحان: مطالعه پدیدارشناسی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری روان‌شناسی تربیتی، دانشیار گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران

2 دانشجوی دکتری روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران

https://doi.org/10.34785/J012.2020.433

چکیده

هدف: اضطراب امتحان پاسخی به شرایط مربوط به ارزیابی عملکرد دانشجویان است و تجارب دانشجویان در این زمینه از اهمیت بالایی برخوردار است. هدف پژوهش حاضر، واکاوی تجارب زیسته دانشجویان از پدیده اضطراب امتحان بود.
روش‌ها: روش پژوهش انجام شده بر اساس رویکرد کیفی و روش پدیدارشناسی بود. جامعه آماری پژوهش شامل دانشجویان کارشناسی رشته‌های علوم تربیتی دانشگاه شهید مدنی آذربایجان در سال تحصیلی 98-1397 بود. 9 نفر از دانشجویان از طریق نمونه‌گیری هدفمند جهت مصاحبه انتخاب شدند. برای جمع‌آوری داده‌ها از مصاحبه نیمه سازمان یافته استفاده شد و تا زمان اشباع داده‌ها ادامه یافت و پس از ضبط مصاحبه متن آن‌ها تهیه شد و مضامین اصلی و فرعی استخراج گردید. جهت اعتباریابی داده‌ها از اعتبار گوبا و لینکلن و جهت تجزیه و تحلیل داده‌ها از روش کلایزی استفاده گردید.
یافته‌ها: پس از استخراج موضوعی و طبقه‌بندی آن‌ها، یافته‌ها در سه مقوله اصلی؛ عوامل ایجاد کننده، پیامدها و راه‌های تقلیل و شانزده مقوله فرعی طبقه‌بندی شدند. مضامین فرعی عوامل ایجاد کننده شامل: استاد، والدین، مدیریت زمان، ترس از ارزیابی منفی دیگران، کمال‌گرایی، نظام ارزشیابی سنتی، اهمیت تکلیف؛ مضامین فرعی پیامدها شامل: افت تحصیلی، اهمال‌کاری، ناکارآمدی، افزایش اشتها، مشکلات فیزیولوژیکی و مضامین فرعی راه‌های تقلیل شامل ارتباط باخدا، لمس درمانی، تعیین اهداف تسلطی، افکار مثبت داشتن از توصیفات دانشجویان بودند.
نتیجه‌گیری: با توجه به نتایج کمک به یادگیری در دانشجویان برای مدیریت مؤثر اضطراب امتحان یک چالش اساسی بوده و نیاز به تلاش گروهی در تمام مراحل آموزشی دارد.

کلیدواژه‌ها

عنوان مقاله [English]

Analysis of students' lived experiences of test anxiety phenomenon: Phenomenological study

نویسندگان [English]

  • Ramin Habibi-Kaleybar 1
  • Abolfazl Farid 1
  • Lila Gobadi 2
1 Associate Professor, Ph.D. in Educational Psychology, Department of Education, Faculty of Education and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran
2 Ph.D. Student in Educational Psychology, Department of Education, Faculty of Education and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran
چکیده [English]

Objective: Exam anxiety is a response to the conditions related to the evaluation of students 'performance and students' experiences in this field are of great importance. The purpose of this study was to analyze the students' lived experiences of the phenomenon of test anxiety.
Methods: The research method was based on a qualitative approach and phenomenological method. The statistical population of the study included undergraduate students in the fields of educational sciences of Shahid Madani University of Azerbaijan in the academic year 2018-2019. Nine students were selected for interview through purposive sampling. Semi-organized interviews were used to collect data and continued until the data were saturated. After recording the interview, their text was prepared and the main and sub-topics were extracted. Goba and Lincoln validity were used for data validation and Colaizzi method was used for data analysis.
Findings: After thematic extraction and their classification, the findings are divided into three main categories; Causing factors, consequences and ways of reduction and sixteen sub-categories were classified. Sub-themes of creating factors include: teacher, parents, time management, fear of negative evaluation of others, perfectionism, traditional evaluation system, task importance; Sub-themes of the outcomes included: academic failure, procrastination, inefficiency, increased appetite, physiological problems, and sub-themes of ways of reduction including communication with God, touch therapy, setting dominance goals, and having positive thoughts from the students' descriptions.
Conclusion: According to the results of learning aid in students for effective management of test anxiety is a major challenge and requires group effort in all stages of education.
Objective: Exam anxiety is a response to the conditions related to the evaluation of students 'performance and students' experiences in this field are of great importance. The purpose of this study was to analyze the students' lived experiences of the phenomenon of test anxiety.
Methods: The research method was based on a qualitative approach and phenomenological method. The statistical population of the study included undergraduate students in the fields of educational sciences of Shahid Madani University of Azerbaijan in the academic year 2018-2019. Nine students were selected for interview through purposive sampling. Semi-organized interviews were used to collect data and continued until the data were saturated. After recording the interview, their text was prepared and the main and sub-topics were extracted. Goba and Lincoln validity were used for data validation and Colaizzi method was used for data analysis.
Findings: After thematic extraction and their classification, the findings are divided into three main categories; Causing factors, consequences and ways of reduction and sixteen sub-categories were classified. Sub-themes of creating factors include: teacher, parents, time management, fear of negative evaluation of others, perfectionism, traditional evaluation system, task importance; Sub-themes of the outcomes included: academic failure, procrastination, inefficiency, increased appetite, physiological problems, and sub-themes of ways of reduction including communication with God, touch therapy, setting dominance goals, and having positive thoughts from the students' descriptions.
Conclusion: According to the results of learning aid in students for effective management of test anxiety is a major challenge and requires group effort in all stages of education.

Objective: Exam anxiety is a response to the conditions related to the evaluation of students 'performance and students' experiences in this field are of great importance. The purpose of this study was to analyze the students' lived experiences of the phenomenon of test anxiety.
Methods: The research method was based on a qualitative approach and phenomenological method. The statistical population of the study included undergraduate students in the fields of educational sciences of Shahid Madani University of Azerbaijan in the academic year 2018-2019. Nine students were selected for interview through purposive sampling. Semi-organized interviews were used to collect data and continued until the data were saturated. After recording the interview, their text was prepared and the main and sub-topics were extracted. Goba and Lincoln validity were used for data validation and Colaizzi method was used for data analysis.
Findings: After thematic extraction and their classification, the findings are divided into three main categories; Causing factors, consequences and ways of reduction and sixteen sub-categories were classified. Sub-themes of creating factors include: teacher, parents, time management, fear of negative evaluation of others, perfectionism, traditional evaluation system, task importance; Sub-themes of the outcomes included: academic failure, procrastination, inefficiency, increased appetite, physiological problems, and sub-themes of ways of reduction including communication with God, touch therapy, setting dominance goals, and having positive thoughts from the students' descriptions.
Conclusion: According to the results of learning aid in students for effective management of test anxiety is a major challenge and requires group effort in all stages of education.

Objective: Exam anxiety is a response to the conditions related to the evaluation of students 'performance and students' experiences in this field are of great importance. The purpose of this study was to analyze the students' lived experiences of the phenomenon of test anxiety.
Methods: The research method was based on a qualitative approach and phenomenological method. The statistical population of the study included undergraduate students in the fields of educational sciences of Shahid Madani University of Azerbaijan in the academic year 2018-2019. Nine students were selected for interview through purposive sampling. Semi-organized interviews were used to collect data and continued until the data were saturated. After recording the interview, their text was prepared and the main and sub-topics were extracted. Goba and Lincoln validity were used for data validation and Colaizzi method was used for data analysis.
Findings: After thematic extraction and their classification, the findings are divided into three main categories; Causing factors, consequences and ways of reduction and sixteen sub-categories were classified. Sub-themes of creating factors include: teacher, parents, time management, fear of negative evaluation of others, perfectionism, traditional evaluation system, task importance; Sub-themes of the outcomes included: academic failure, procrastination, inefficiency, increased appetite, physiological problems, and sub-themes of ways of reduction including communication with God, touch therapy, setting dominance goals, and having positive thoughts from the students' descriptions.
Conclusion: According to the results of learning aid in students for effective management of test anxiety is a major challenge and requires group effort in all stages of education.

کلیدواژه‌ها [English]

  • lived experience
  • Test anxiety
  • phenomenological

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