RELATIONSHIP BETWEEN EDUCATIONAL STYLES (INTERVENTIONAL, INTERACTIVE, NON-INTERVENTIONAL) WITH TEST ANXIETY FOR SECONDARY SCHOOL STUDENTS IN GORGAN CITY, IRAN

Test anxiety is a negative emotion that affects the student's performance in the test position. The role of educational styles in expressing this feeling has attracted the attention of researchers. Therefore, the purpose of this study was to investigate the relationship between educational styles (interventional, interactive and non-interventional) with test anxiety for secondary school students. The statistical population of the study included all secondary school students in Gorgan city. The sampling method is a randomized sampling method. The sample size is 185 people. Data were collected using the educational styles questionnaire, and the reliability of questionnaires was confirmed by Cronbach's alpha test. Data analysis was performed by SPSS (R) software using the Pearson correlation coefficient. The results of the research showed that there is no significant relationship between the educational styles of intervention with test anxiety. But there is a significant relationship between non-interactive and intervention educational styles with test anxiety. (c) 2019 INT TRANS J ENG MANAG SCI TECH.