文章基本信息

标题：The mediating role of test anxiety and cooperation in the relationship between motivation and reading comprehension
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作者：Çağla Alpayar ; İlke Altuntaş Gürsoy
期刊名称：Ilköğretim Online/Elementary Education Online
印刷版ISSN：1305-3515
电子版ISSN：1305-3515
出版年度：2021
卷号：20
期号：1
页码：381-396
DOI：10.17051/ilkonline.2021.01.035
语种：English
出版社：Öğretmen Eğitimi Akademisi
摘要：The purpose of this study is to construct a model that tests the mediating effects of test anxiety and cooperation on the relation between motivation and reading comprehension. The study was carried out within the framework of predictive correlational design. The sample consisting of 1562 students was randomly selected from Turkey sample of the PISA 2015. Structural equation modeling was performed to test the hypothesis about direct and indirect relations between the defined variables. The results showed that test anxiety and cooperation had a partial mediating effect on the relation between motivation and reading comprehension. When the direct relations examined, it was found out that there is a positive and significant relation between motivation and reading comprehension. On the other hand, there is a positive and significant relation between the students’ tendency to cooperation and reading comprehension while the relation between test anxiety and reading comprehension is significant and negative..
关键词：PISA 2015;Reading Comprehension;Motivation;Test Anxiety;Cooperatio