Research Article

The Journal of School Nursing

27(6) 447-454
Irrational Beliefs and Test Anxiety ª The Author(s) 2011
Reprints and permission:

in Turkish School Adolescents sagepub.com/journalsPermissions.nav

DOI: 10.1177/1059840511417631
http://jsn.sagepub.com

Nur Boyacioglu, Msc1 and Leyla Kucuk, PhD2

The purpose of this descriptive and correlational study was to determine the extent to which irrational beliefs of students in
early adolescents predict test anxiety. The study sample consisted of 557 students recruited from primary schools in Turkey.
The Irrational Beliefs Scale for Adolescents (IBS-A) and the Test Anxiety scale were used as data-collection instruments. As a
result of this study, there was a positive, significant correlation between mean scores on the Text Anxiety scale and total
score, and the three subscale (demand for success, demand for comfort, and demand for respect) scores on the IBS-A. It was
also found that demand for comfort and success are more statistically significant predictors of test anxiety levels of the
students compared to demand for respect.

Keywords
mental health, elementary, school nurse education, quantitative, research

Introduction 42% among students preparing for high school and

university exams (Gündoğdu, 1996). Students are, therefore,
Early adolescence, including approximate ages of 11–14, is
frequently referred to child and adolescent psychiatry clinics
a period of development during which individuals experi-
because of the related stress (Koçkar, Kılıç, & Şener, 2002).
ence rapid physical and hormonal changes, as well as strong
A student who is attending a private teaching institution
negative emotions such as anxiety, shyness, loneliness, guilt,
spends 5 days at school, and Saturday and Sunday studying
depression, and anger (Ay & Save, 2004; Çivitci, 2006a;
at the teaching institution. It is very difficult for a student,
Egbochuku, Obodo, & Obadan, 2008; Kılınç & Sevim, 2005).
who focuses on the examination for 7 days a week, to have
Test anxiety, one of the concerns experienced by time for social, sportive, artistic, and cultural activities.
adolescents in Turkey, is the biggest obstacle to educational
The heavy test pressure on students negatively affects
success (Yıldırım, 2008). In Turkey, a student selection and
their social and psychological development (The Turkish
placement process is carried out in many stages of educa-
Education Association, 2010).
tion. The process begins in the first years of primary educa-
Rational–emotive behavior therapy (REBT) is a
tion and is experienced as a highly stressful period by
cognitive behavioral approach based on a theory which
students. In the second stage of primary education
assumes that psychological problems are caused by irra-
(6th, 7th, and 8th grades), students are subject to the level
tional beliefs. According to this approach, individuals’
determination examination (SBS) and compete against each unrealistic, irrational beliefs and thoughts about themselves,
other to be placed in Anatolian High School, Science
others, and the world lead to unhealthy negative emotions
High School, Social Sciences High School, or Anatolian
such as anxiety, depression, and anger (Bernard & Pires,
Vocational/Technical High Schools. The SBS is one of
2006; Bond & Dryden, 1996; Çivitci, 2006b; Davies,
many important examinations with limited number of seats
2006). The REBT places a good deal of its focus on the
and high participation for a better education in the Turkish
anxiety associated with irrational beliefs. The concept of
education system (Ministry of National Education, 2008).
irrational beliefs, on which theories and practices of REBT
Because of their interest in their children’s academic
success, many parents (40.2%) require their children’s
attendance in private training centers, courses, and tutoring, 1
Psychiatric Nursing Department, Bakırköy Health School, Istanbul
consequently. Students are overwhelmed by the heavy University, Istanbul, Turkey
pressure associated with exams in the most critical period for 2
Psychiatric Nursing Department, Florence Nightingale School of Nursing,
physical and emotional development (Ministry of National Istanbul University, Istanbul, Turkey
Education, 2008; The Turkish Education Association,
Corresponding Author:
2010). The prevalence of test anxiety ranges from 25 to Leyla Kucuk, PhD, Psychiatric Nursing Department, Florence Nightingale
30% among students from different cultures (Yıldırım, School of Nursing, Istanbul University, Istanbul 34381, Turkey
2008). However, the prevalence of high test anxiety is Email: lkucuk@istanbul.edu.tr

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448
depend, is known as distorted thoughts and beliefs resulting
in psychological distress. Accordingly, disturbing negative
emotions experienced by the individual concerning an event
are not caused by the event itself but by unrealistic and
irrational perspectives, beliefs, and thoughts about the event.
Students’ test-related irrational beliefs, their anxiety about
examination results, and concerns about the teacher’s
evaluation style have been increasing continuously. The
individual can overcome psychological distress by replacing
these beliefs with realistic, rational ones (Bozanoğlu, 2005;
Çivitci, 2007; Rigdway, 2000).
Method
The purpose of this cross-sectional study was to determine
the association between irrational beliefs and test anxiety
of students at the second stage of primary education (6th,
7th, and 8th grades).
The target population of the study was second-stage
primary students attending public schools affiliated with
Körfez Directorate of National Education, Kocaeli, in
2009–2010 academic year. According to the data of 2008–
2009 academic year of Körfez Directorate of National
Education, there were 29 public primary schools with a total
of 6540 students.
A power analysis revealed that a sample size of the study
of 468 would be adequate on the basis of an expected test
anxiety prevalence rate of 30% (Yıldırım, 2008) and an esti-
mated standard deviation of 0.04 and confidence interval
(CI) of 96% (a ¼ .04). Taking into consideration the potential
data loss, 600 students were targeted in the study. A letter con-
cerning this study’s aim and evaluation methods had been
sent to the students’ families, it is desired to sign the consent
forms by the families as they confirmed the participation of
their children to the select group. Students without a signed
or with incomplete parent consent form and those who
declined to participate in the study (n ¼ 43) were excluded,
leaving 557 as the sample of participating students.
Measures
The information form consisting of questions about individ-
ual, educational, and family characteristics of participants
was developed by the investigator through a literature
review. The information form was validated by expert opi-
nions. The Expert Board consisted of teachers, a psychiatric
nurse, a psychologist, and academic staff, with all experts in
total agreement. Content validity index (CVI) was 0.98.
Final form was reached according to their views.
A pilot study was conducted with 18 students who did not
participate in the study. A total of 6 students were in
each grade (6, 7, and 8). The purpose of the pilot study
was to determine the clarity and appropriateness and
understandability of the questions. Following the respective
suggestions and adjustments, data-collection instruments
were finalized.
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The Journal of School Nursing 27(6)
Irrational Beliefs Scale for Adolescents (Personal
Beliefs Scale; IBS-A)
The IBS-A used in the study was developed by Çivitci
(2006a) to measure the level of irrational beliefs of Turkish
students in early adolescence. The IBS-A consists of a total
of 21 positive items and 3 subscales, including the demand
for success subscale, the demand for comfort subscale, and the
demand for respect subscale. The IBS-A consists of response
options rated on 5-point Likert-type scale as follows: (1)
strongly disagree, (2) somewhat agree, (3) neutral/no opinion,
(4) agree, and (5) strongly agree. The total score on the
scale could range from 21 to 105. The higher the score is,
the higher the level of irrational beliefs (Kılıçarslan,
2009). In the analysis for internal consistency of the IBS-A,
Cronbach’s a coefficient of reliability was found to be
a ¼ .71.
The Subscales of the IBS-A
1. The demand for success subscale (8 items). The sub-
scale consists of 8 items (1, 3, 6, 7, 10, 13, 16, and
19). An example of a demand for success item is:
‘‘I must be talented, competent and successful and
I must be approved of by almost every significant
person in my life. Otherwise, I am worthless.’’ An indi-
vidual, who strongly endorses this irrational belief, tends
to feel incompetent, worthless, anxious, and depressive.
2. The demand for respect subscale (7 items) consists of
7 items, (5, 8, 9, 14, 17, 20, and 21). An example of a
demand for respect item is: ‘‘Other people must treat
me kindly, fairly and considerately, or else it is awful
and those who treat me like this are bad and worthless.’’
An individual, who strongly endorses this irrational
belief, tends to experience anger, guilt, hatred, and
hostility.
3. The demand for comfort subscale (6 items) consists of 6
items (2, 4, 11, 12, 15, and 18). An example of a demand
for comfort items is: ‘‘The conditions under which I live
must absolutely be easy, comfortable and gratifying.
I must get what I want when I want it without discomfort
or inconvenience. Otherwise it is terrible and intoler-
able.’’ An individual holding such belief usually tends
to experience anger, low frustration tolerance, self-pity,
and depression.
The Test Anxiety Scale (TAS)
The TAS for both high school and secondary school students
measures the level of test anxiety before, during, and after
tests (Baltaş, 2009). The scale consists of 50 items and
7 subscales. The items have two response options labeled
true and false. Results were evaluated by assigning a score
of 1 for each true and a score of 0 for each false answer.
The total score on the scale could range from 0 to 50. Higher
total scores indicate higher levels of anxiety (Baltaş, 2009).
Boyacioglu and Kucuk 449

Table 1. Test Anxiety Subscales Table 2. Distrubution of Student and Families’ Characteristics
(n ¼ 557)
Test Anxiety Subscale Number Items of Scale
Characteristics Number (n) Percentage (%)
Anxiety about how other 8 items 3,14,17,25,32,41,46,47
people see him or her Gender
The anxiety regarding the 8 items 2,9,16,24,31,38,40 Female 254 45.6
test, itself Male 303 54.4
Anxiety about future 6 items 1,8,15,23,30,49 Grade level (The mean of age 12.99 + .77)
Anxiety about failure to 6 items 6,11,18,26,33,42 6th grade 117 21.0
get adequately prepared 7th grade 221 39.7
Physiological responses 7 items 5,12,19,27,34,39,43 8th grade 219 39.3
Physiological responses 10 items 4,13,20,21,28,35,36,37,48,50 Rank (which child he or she is)
General test anxiety 6 items 7,10,22,29,44,45 First child 234 42.0
Mid-child 126 22.6
Last child 197 35.4
The original Cronbach’s a coefficient of reliability is .88 for Mother’s education
this scale (see Table 1). Uneducated 58 10.4
Primary school 369 66.3
Data Analysis High school 107 19.2
University 23 4.1
Data analysis was performed using percentage distribution, Father’s education
Cronbach’s a, means, and Pearson product moment Uneducated 30 5.4
correlation. The SPSS 12.0 statistical software was used for Primary school 266 47.7
statistical analysis. A significance level was set at p < .05. High school 186 33.4
University 75 13.5
Economic status of family
Poor 30 5.4
Results Mid 193 34.7
The features of the majority in the sample were male, Good 287 51.5
7th grade, the first child in the family, has good sense on his Very good 47 8.4
family’s economic status, and democratic family structure. Parenting style
Democratic 381 68.4
The data regarding the features of the student’s themselves Strict 30 5.4
and their families are presented in Table 2.The mean total Overprotective 44 7.9
score on the Irrational Beliefs scale was 65.94 + 10.82. The Perfectionist 102 18.3
Cronbach’s a coefficient was a ¼ .70. The means, range, and School achievement
standard deviations for the subscales are presented in Table 3. Very good 124 22.3
The mean test anxiety score was 30.33 + 7.39. The mean Good 269 48.3
Test Anxiety subscale scores are presented in Table 4. Mid 150 26.9
Bad 14 2.5
The Cronbach’s a coefficient was a ¼ .82.
The comparison of the test anxiety score means among
gender and birth order in family revealed no statistically
Table 3. Mean, Range, and Standard Deviation (SD) of Irrational
significant differences (p > .05).There was a statistically Beliefs Subscale and Total Scores (n ¼ 557)
significant difference in test anxiety scores across class
levels and school success rates, with children in higher Scales Range Mean SD
grades demonstrating higher scores (Table 5).
Demand for success 8.00 40.00 24.01 6.13
The comparison of family characteristics and mean Demand for comfort 7.00 34.00 16.51 5.76
scores on the TAS showed no statistically significant Demand for respect 9.00 30.00 25.42 4.01
differences between total TAS scores and educational level Irrational beliefs (total) 38.00 103.00 65.94 10.82
of mothers/fathers, economic status, and family structures
(p > .05; Table 6).
A positive significant correlation was found between
Discussion
test anxiety scores and irrational beliefs scores (r ¼ 0.50, Tests contribute to the anxiety among individuals who,
p ¼ .000). That is, the students with higher levels of irra- during this period, may be trapped in an unreal and pessimis-
tional beliefs had higher test anxiety. Additionally, there was tic thought. The reason for failure in test does not depend
a moderate positive correlation between total test anxiety only on inadequate studying but also on anxiety resulting
scores and demand for comfort and success scores, and a from negative thoughts.
weak positive correlation between total test anxiety score In Turkey, the growing population of young people and
and demand for respect scores (Table 7). recent changes in the education system brings the stress and

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450 The Journal of School Nursing 27(6)

Table 4. Mean, Range, and Standard Deviation (SD) of Test Table 6. The Mean Total Test Anxiety Scores by Their Family
Anxiety Subscale and Total Scores (n ¼ 557) Characteristics

Scales Range Mean SD Total Test Anxiety Score,

Characteristics Number x + Standart Deviation (SD)
Other people’s opinions 1.00 8.00 4.85 1.67
His or her own opinion .00 7.00 4.00 1.55 Mother’s education
Anxiety about future .00 6.00 4.09 1.31 Uneducated 58 30.22 + 6.90
Anxiety about getting prepared .00 6.00 3.29 1.44 Primary School 369 30.34 + 7.32
Physiological responses .00 7.00 3.73 1.81 High School 107 30.23 + 7.86
Psychological responses 1.00 10.00 6.65 1.94 University 23 30.78 + 7.95
General test anxiety .00 6.00 3.71 1.36 KWc .211
Total test anxiety score 7.00 50.00 30.33 7.39 p .976
Father’s education
Uneducated 30 29.37 + 8.22
Table 5. The Mean Total Test Anxiety Scores by Demographic Primary School 266 30.48 + 7.30
Characteristics High School 186 29.99 + 7.49
University 75 30.96 + 7.19
Total Test Anxiety Score, Fb .516
Characteristics Number x + Standart Deviation (SD) p .671
Economic status of family
Gender
Poor 30 32.67 + 8.54
Female 254 30.50 + 7.84
Mild 193 30.34 + 7.32
Male 303 30.18 + 7.01
Good 287 30.03 + 7.28
ta .495
Very good 47 30.53 + 7.57
p .918
Fb 1.164
Grade level
p .323
6th grade 117 26.99 + 8.20
Parenting style
7th grade 221 30.91 + 6.74
Democratic 381 30.08 + 7.44
8th grade 219 31.51 + 7.08
Strict 30 32.20 + 6.98
Fb 16.254
Overprotective 44 30.89 + 6.34
p .000
Perfectionist 102 30.46 + 7.77
a < b, c
Fb .882
Birth order
p .450
First child 234 29.94 + 7.09
Mid-child 126 31.38 + 7.18 a
Kruskal Wallis analysis.
Last child 197 30.10 + 7.84 b
One-way variance analysis on the independent groups.
Fb 1.689 c
T test on independent groups.
p .186
School achievement
Very good 124 28.65 + 8.17 subscale scores and high irrational belief total scores suggest
Good 269 30.36 + 7.30 that students strongly experience irrational beliefs that may
Mid 150 31.25 + 6.75 be self-defeating. In a study by Kılıçarslan (2009), which was
Bad 14 34.57 + 5.39 assessing the association between irrational beliefs and level
KWc 11.778 of aggression of 7th and 8th grade primary school students, it
p .008
has been concluded that the irrational beliefs among students
a
T test on independent groups. were high. The findings obtained from the IBS-A and subscales
b
c
One-way variance analysis on the independent groups. in the study were similar to the findings of our study. Irrational
Kruskal Wallis analysis. beliefs, when held for a long time, constitute a philosophy and
Note. a ¼ 6th grade; b ¼ 7th grade; c ¼ 8th grade.
become a life style, and thus they are difficult to change
anxiety experienced by senior high school students down to (Ortaçkale, 2008). Several previous studies have found signifi-
primary school age (Tekbaş, 2009). The test anxiety is com- cant correlations between irrational beliefs and loneliness
pounded by overexaggeration of the importance of tests by (Kılınç & Sevim, 2005), irrational beliefs and continuous anxi-
families and students who regard a negative result as a disas- ety (Çivitci, 2006a), irrational beliefs and problem-solving abil-
ter. The most common irrational beliefs of students prepared ity (Ağır, 2007), and irrational beliefs and perceived social skill
for tests included: ‘‘if I fail, my life is over,’’ ‘‘if I fail how (Çivitci, 2009). In this context, it is of great importance to plan
can I face my parents after that,’’ ‘‘I can’t actualize any of educational programs oriented toward replacing irrational
my dreams,’’ ‘‘I will lose my self-confidence,’’ and ‘‘I would beliefs that will lead adolescents to negative thinking even in
rather die than fail’’ (Alyaprak, 2006). their future lives with real thoughts.
The Irrational Beliefs scale and the TAS were used in this The high test anxiety score found in this study is similar
survey. Based on the results from the analysis, both high to that in other studies (Alyaprak, 2006; Dündar, Yapıcı, &

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Boyacioglu and Kucuk 451

Table 7. Pearson Product Moment Correlation Coefficients (r) Between Irrational Beliefs and Test Anxiety Scale and Subscales (n ¼ 557)

Subscale of Irrational Beliefs Scale

Irrational Beliefs Scale Total Score Success Comfort Respect

The Test Anxiety Scale and the Subscale r p r p r p r p

1. Other people’s opinions .40 .000* .42 .000* .24 .000* .09 .038
2. His or her own opinion .32 .000* .29 .000* .24 .000* .08 .078
3. Anxiety about future .34 .000* .19 .000* .31 .000* .17 .000*
4. Anxiety about getting prepared .38 .000* .21 .000* .36 .000* .20 .000*
5. Physiological responses .34 .000* .28 .000* .26 .000* .12 .005*
6. Psychological responses .31 .000* .23 .000* .24 .000* .14 .001*
7. General test anxiety .24 .000* .15 .000* .25 .000* .07 .118
Total test anxiety score .50 .000* .38 .000* .40 .000* .18 .000*
Note. r ¼ .50–.74 strong or powerful relationship; r ¼ .75–1.0 dramatically strong relationship; r ¼ 0–.24 no relationship or poor relationship; r ¼ .25–.49
mid-level relationship.
*
p < .001.

Topçu, 2008). High test anxiety is believed to be associated
with students’ anxiety about the future, how other people
see them, and how they perceive themselves. An inconclu-
sive finding of this study is the absence of a significant
difference between the gender and test anxiety. Even though
similar results were reported in several studies investigating
the relationship between the gender and test anxiety (Ekici,
2005; Tiao-ying, Xing-kang, & Zheng-ping, 2008), there are
also studies suggesting that girls have a higher level of
anxiety (Araki, 1992; Besharat, 2003; Duman, 2008; Hodge,
McCormıck, & Ellıott, 1997; Putwain, 2007; Tekbaş, 2009;
Zengin, 2008).
In this study, the lack of a significant difference between
test anxiety experienced by female and male students can be
associated with the fact that women, as much as men are
giving an importance to professionalization and possess an
expectation for academic success in our culture. It is
assumed that having a profession and academic success are
important for both genders. It was also observed that the
higher the age and grade of the student, the higher test
anxiety scores. Similar results were obtained in the study
by Kayapınar (2006). This situation can be associated with
the fact that when compared to younger students, students
in the older age group experience fear of failure more intensely,
their expectations of life increase with age, they acknowledge
the facts better, and their sense of responsibility is higher.
In this study, the lower the perceived school success is,
the higher the level of test anxiety of the students. The high
levels of perceived school success can lead students to
develop positive thoughts such as ‘‘I am successful, I pass
this test more easily,’’ thus leading to decreased level of
anxiety. The findings indicating that successful students
have lower levels of test anxiety (Alyaprak, 2006; Araki,
1992; Cassady & Johnson, 2002; Duman, 2008; Izgi, _ perfectionism can cause test anxiety. Thergoankar and
2007; Koçkar et al., 2002; Oostdam & Meijer, 2003; Rana
& Mahmood, 2010) are consistent with those of this study.
In the present study, no statistically significant differences
were found between the total score on the TAS and eco-
nomic status of the family, parenting style. Alisinanoğlu and
Ulutaş (2000) suggested that the low socioeconomic status
may result in the inability of the parents to meet their funda-
mental needs, which may be reflected in tension, aggressive
behavior, and anxiety, thus leading to anxiety in the child.
The findings from their study revealed that children with low
socioeconomic status had higher levels of anxiety. In this
study, even though the students who reported to have a low
socioeconomic status were found to have higher test anxiety
scores than the others, the difference did not reach statistical
significance, which is believed to be caused by the possibil-
ity that the parents did not reflect unfavorable conditions to
their children. In Turkish culture, families spend most of
their money, apart from the basic requirements, for their
children’s education regardless of their socioeconomic level.
Turkish families give priority to their childrens’ education,
even if they experience economic distress because of these
expenses. A study by Hodge et al. (1997), Tiao-ying et al.
(2008), and Yousefi et al. (2010) reported that children from
families with high economic status experienced lower levels
of test anxiety. In studies by Ünal (2006), Yıldız (2007),
Yıldırım (2008), and Tekbaş (2009), there were no signifi-
cant differences between the economic status of families
of students and test anxiety. These findings are in parallel
with those of our study. It can be said that, students with low
economic status experience higher levels of anxiety about
how other people see them due to decreased self-confidence.
Parenting style is one of the factors that affect anxiety.
Children of overprotective or overstrict parents or parents
with high expectations experience anxiety, thinking that
they cannot realize the high expectations of their parents
(Duman, 2008). Besharat (2003) reported that maternal
Wadkar (2007) observed a statistically significant negative
correlation between test anxiety and parents with democratic
parenting style by child. In the present study, the level of test

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452
anxiety was found to be higher in students with strict
parents, although the differences in scores did not reach
statistical significance. Thus, parenting style did not affect
test anxiety in this study as it did in others.
It was also found in this study that students with higher
levels of irrational beliefs had higher levels of test anxiety.
Negative and irrational beliefs and images introduce or dee-
pen test anxiety. Remarks crossing his or her mind during
the study, before the exam and at the exam time; causes
increase or decrease in the anxiety level. If the negative
remarks are dominant in the person, present anxiety grows.
The high levels of test anxiety among Turkish students is not
surprising in that, the profession of the individual outweighs
his or her identity. The tests that are part of the education
system are the pathways to achieve these professions and
success in these tests is required to have a profession.
The comparison between test anxiety scores and irrational
belief scores revealed that the strongest association was
between total test anxiety score and the scores on the
‘‘demand for comfort’’ subdimension of irrational beliefs
subscales. The most important variable that predicts
irrational beliefs and test anxiety was demand for comfort,
indicating that the distress associated with the belief ‘‘my
life must absolutely be comfortable, easy and gratifying’’
was higher in early adolescent students compared to ego
anxiety about success and approval. Based on the studies
demonstrating that the level of test anxiety in early adoles-
cence was higher than that in childhood (Aydın, 2010;
Kayapınar, 2006), rapid physiological changes and sexual
maturation as well as new roles and communication
problems with adults in this period of transition to adulthood
can increase the level of test anxiety in adolescents. It is also
believed that developmental difficulties experienced by ado-
lescents during this period lead to a stronger belief ‘‘my life
must absolutely be easy and comfortable’’ and accordingly,
a higher test anxiety. However, further studies are required
investigating to what extent demand for comfort and other
irrational beliefs predict test anxiety at different ages and
stages of adolescence for a more comprehensive discussion
of the effects of developmental factors in adolescence on
irrational beliefs.
There was a correlation between test anxiety and the
demand for success described as ‘‘I must be talented, compe-
tent and successful and I must be approved of by almost every
significant person in my life. Otherwise, I am worthless.’’ It is
not surprising that people who care about how other people
see them and who want to be appreciated have high levels
of anxiety.
An individual, who strongly endorses this irrational
belief, tends to feel incompetent, worthless, anxious, and
depressive (Kılıçarslan, 2009), which is believed to explain
the association between demand for success and test anxiety.
Additionally, more than half of the parents of the students
had completed primary school. It is considered that if the
adolescents realize the irrational belief of their parents such
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The Journal of School Nursing 27(6)
as equaling their success with their children’s success, they
may experience more test anxiety to accomplish the
expectations of their parents. There was also a low positive
correlation between the scores on demand for respect and
total test anxiety and subdimensions. This finding indicates
that test anxiety of students is increased by irrational beliefs
concerning ‘‘other people must treat me kindly, fairly and
considerately.’’ This finding indicates that test anxiety of
students may be increased by irrational belief of expecting
kind, gentle attitude from the others, which is common
among adolescents. Previous studies on irrational beliefs
have reported findings suggesting that the higher the level
of irrational beliefs is, the lower the self-esteem (Dally
&Burton, 1983) and the higher the level of irrational beliefs
is, the lower the social skills (Çivitci, 2009). The results of
these studies are consisted with our findings.
Based on the results of this present study, it is of impor-
tance to identify negative automatic thoughts underlying test
anxiety of students in adolescence, which is an important
stage of life. In this context, the programs designed to
decrease test anxiety of students should include team work
that aims at identifying negative automatic thoughts leading
to anxiety in students and replacing them with positive ones.
Implication for School Nursing Practice
School nurses easily identify physiological symptoms
caused by test anxiety in adolescents. It would be helpful
if school nurses would identify those students who come
to the health office with physical complaints exacerbated
by stress during large and protracted test blocks, and then
work with the school health team to take steps to address
resulting stress. Careful data collection as to the increase
of health issues, types of presenting problems, and so on can
help as schools look at the types of services needed for
students during testing times. Prevention work can also help.
For example, making students aware of how stress can affect
their heath and performance. Stress management techniques
could be taught and practiced along with test skills. School
nurses are only employed in the private schools in Turkey,
however, there were plans to employ nurses for all schools.
This study shows the importance of test anxiety management
among the students and the role and responsibilities of school
nurses on this issue, however, future research is needed to
reduce the burden of the anxiety among the adolescents.
Limitations
The data-collection instruments used in this study were long,
requiring a great deal of effort from the participants. An
additional limitation is that the study was conducted only in
a specific region. The group living in this region is composed
of individuals having nuclear family and high economic
status, restricting the generalizability of the findings. Future
studies addressing the relationship between irrational beliefs
and test anxiety by using different variables such as students’
Boyacioglu and Kucuk
temperament, students’ of high ability, the attitude of the
teacher, different cultures, will enable identification of more
variables that contribute to test anxiety and provide a base for
interventions.
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with respect
to the research, authorship, and/or publication of this article.
Funding
The author(s) received no financial support for the research,
authorship, and/or publication of this article.
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Bios
Nur Boyacioglu, Msc, is a research assistant at Psychiatric Nursing
Department, Bakırköy Health School, Istanbul University,
Istanbul, Turkey.
Leyla Kucuk, PhD, is assistant professor at Psychiatric Nursing
Department, Florence Nightingale School of Nursing, Istanbul
University, Istanbul, Turkey.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.