Universal Journal of Educational Research Vol. 5(1), pp. 61 - 71
DOI: 10.13189/ujer.2017.050108
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The Relationship between Learning Style, Test Anxiety and Academic Achievement

Kubilay Yazıcı *
Faculty of Education, Omer Halisdemir University, Central Campus, Turkey


This study aimed to investigate the relationship between social studies pre-service teachers' (SSPTs) learning style, test anxiety and academic achievement. A total of 315 SSPTs participated in the study. Data were collected using Turkish versions of Grasha-Reichmann learning style scale (GRLSS) and test anxiety scale (TAS) by Spielberger. According to the findings, SSPTs' academic achievements had negative and low-level relationship with the TAS' worry sub-dimension while they had no significant relationship with the emotionality sub-dimension. No statistically significant relationship was observed between test anxiety and independent, participant and avoidant learning styles, which are among GRLSS sub-dimensions. The findings revealed that competitive and cooperative learning styles had positive, low-level and significant relationship with the TAS' emotionality sub-dimension, and the same relationship was observed between the competitive learning style and the worry sub-dimension. The relationship of gender and class level with learning styles and test anxiety was also investigated in this study.

Academic Achievement, Learning Style, Test Anxiety, Social Studies, Pre-service Teacher

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Kubilay Yazıcı , "The Relationship between Learning Style, Test Anxiety and Academic Achievement," Universal Journal of Educational Research, Vol. 5, No. 1, pp. 61 - 71, 2017. DOI: 10.13189/ujer.2017.050108.

(b). APA Format:
Kubilay Yazıcı (2017). The Relationship between Learning Style, Test Anxiety and Academic Achievement. Universal Journal of Educational Research, 5(1), 61 - 71. DOI: 10.13189/ujer.2017.050108.