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Prediction of test anxiety and academic self-handicapping based on alexithymia
Ghazi Sh1*, Hasanvandi S2, Ghadampour E3
1. PhD student in Educational Management, Expert of Educational Planning, Center of Educational Research and Development, Lorestan University of Medical sciences, Khorramabad, Iran, [email protected]
2. PhD Student in Educational Psychology, Faculty of Psychology and Educational Sciences, Alzahra University, Tehran, Iran
3. Associate Professor, Department of Educational Psychology, Faculty of Human Sciences, Lorestan University, Khorramabad, Iran
Received: 20 Sep 2017 Accepted: 22 Oct 2017
Abstract
Background : The aim of this study was to predict the test anxiety and academic self-handicapping based on alexithymia in students with reading learning disorder.
Materials and Methods: This study is a correlational study. The population included all of students with reading disorder in Khorramabad city in 2015-2016. Cohen’s Proposed Method was used for determining the size of the sample,and among the students who referred to education center in Kohrramabad, based on specialist's diagnosis in this field, in sum 112 students carried criteria for participating in this study. The students completed the test anxiety, self handicapping and alexithymia questionnaires. Regression analysis was used for analyzing data. The data were analyzed by statistical SPSS software version 18.
Results: The results showed that the correlation between study variables were significant (p>0.001).
Also, The results of regression analysis showed that alexithymia was able to predict ( 54/. P<0.001) the total variance of test anxiety and academic self-handicapping.
Conclusion: The results can help to counsolers and workers in the education field for effective interventions in test anxiety and academic self-handicapping.
Keywords: Test anxiety, Academic self-handicapping, Alexithymia, Students
*Citation: Ghazi Sh, Hasanvandi S, Ghadampour E.Prediction of test anxiety and academic self-handicapping based on alexithymia. Yafte. 2017; 19(4): 22-31.
