مقایسة اضطراب امتحان و عوامل اضطراب‌آور مرتبط با استاد: یک مطالعه کیفی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار، دکتری پرستاری، مرکز تحقیقات سلامت سالمندان، دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی سبزوار، سبزوار، ایران

2 مربی، گروه فوریت پزشکی، دانشکده پیراپزشکی، مرکز تحقیقات سلامت سالمندان، دانشگاه علوم پزشکی سبزوار، سبزوار، ایران

چکیده

زمینه و هدف  موقعیت‌های اضطرابی، یادگیری دانش را تحت تأثیر قرار می‌دهد. علت بسیاری از مشکلات جسمی و روانی می‌تواند اضطراب باشد. مطالعه کیفی در مورد عوامل اضطراب‌آور مرتبط با استاد انجام نشده است؛ لذا هدف از این مطالعه، تبیین تجارب دانشجویان در مورد اضطراب امتحان و عوامل اضطراب‌آور مرتبط با استاد می باشد.
مواد و روش‌ها پژوهش حاضر، یک مطالعه تحلیل محتوای کیفی بود که روی 25 نفر از دانشجویان محصل در دانشگاه علوم پزشکی سبزوار که تجربه حداقل دو ترم تحصیل را داشتند و در امتحان پایان ترم شرکت کرده بودند در سال 1395انجام شد. روش نمونه‌گیری مبتنی بر هدف بود. داده‌ها با استفاده از مصاحبه فردی به صورت نیمه‌ساختاریافته و با حضور در عرصه جمع‌آوری شد. تجزیه و تحلیل داده‌ها با روش آنالیز محتوا به روش متعارف انجام گردید.
یافته‌ها 5 طبقه اصلی و 14 زیرطبقه حاصل شد که طبقات اصلی شامل عواقب و عوارض اضطراب امتحان، نحوه تدریس و ارزشیابی استاد، نحوه تعامل با استاد و دانشجویان دیگر، خودمدیریتی در یادگیری و کنترل اضطراب، نقش حمایتی استاد در جلسه امتحان از داده‌ها استخراج شد.
نتیجه‌گیری روش‌هایی مانند تن‌آرامی و توسل، شناخت بیشتر استادان، استفاده استادان جوان از تجربه استادان باتجربه، روش‌های نوین آموزشی، مشخص کردن منابع کافی و طراحی سوال از همان منابع، حضور در جلسه امتحان از اول تا آخر ساعت امتحانی، پخش نمره کلاسی در طول ترم از جمله عواملی است که می‌تواند باعث کاهش اضطراب امتحان گردد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Test Anxiety and Anxious Factors Related to the Teacher: a Qualitative Study

نویسندگان [English]

  • Mostafa Rad 1
  • mojtaba rad 2
1 Associate Professor in Nursing, Department of Nursing, Nursing and Midwifery School, Iranian Research Center on Healthy Aging, Sabzevar University of Medical Sciences, Sabzevar, Iran
2 Instructor of Nursing, Department of Medical Emergencies, School of Allied Medical Sciences, Iranian Research Center on Healthy Aging, Sabzevar University of Medical Sciences, Sabzevar, Iran
چکیده [English]

Introduction: Anxiety affects learning. It causes of many physical, and psychological problems. No qualitative study was seen in this matter.Therefore, the purpose of this study was to explain the students' experiences about the test anxiety and the anxious factors associated to the teacher.
Materials and Methods: This was a qualitative content analysis study, which was conducted in 2016. Participants were 25 students from Sabzevar University of Medical Sciences who had at least two semesters of study and participated in the final exam. The sampling method was initially goal oriented. The data were collected using a semi-structured interview with a presence in the field. Data analysis was carried out using conventional content analysis.
Results: 5 main categories and 14 sub-categories explored that main categories including the consequences and complication of test anxiety, teacher's teaching and evaluation strategy, teacher - student interaction strategy, the supportive role of teacher at the exam session, and learning self-management and control of anxiety were extracted from the data.
Conclusion: Using methods such as relaxation and resorting, the more recognition of teachers, the use of young faculty members from the experience of skilful teachers, the use of new educational methods, identifying sufficient references and asking questions from the same references, teacher’s attending in test session from the first to the end of the exam, and distributing the grade score during the term, are of the factors that can reduce student anxiety.

کلیدواژه‌ها [English]

  • Test anxiety
  • Students
  • Medical
  • Qualitative Research
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دوره 27، شماره 4
مهر و آبان 1399
صفحه 578-584
  • تاریخ دریافت: 12 شهریور 1397
  • تاریخ بازنگری: 29 مهر 1397
  • تاریخ پذیرش: 05 آبان 1397
  • تاریخ اولین انتشار: 01 آبان 1399