دافعية التعلم وعلاقتها بقلق الإمتحان لدى تلاميذ السنة ثالثة ثانوي

Abstract

Summary: The current study addresses the motivation of learning with the anxiety of the examination for third-year secondary students as well as looking for differences in the learning and anxiety of the examination according to the following variables: sex, specialization, pattern of accommodation, and to achieve this goal, we applied the learning motivation measure for the "Benhadj Frog", and the "Western Abdel Nasser" examination gauge on a sample of 160 pupils and students of the Valley High who were chosen in a short way. Based on the descriptive approach , the data was processed using the statistical packages of social sciences using the Pearson correlation coefficient and the variance analysis, and the study reached After collecting, compiling and categorizing the data by using the link coefficient "Pearson, analysis of variances the study found the following results: 1-There is no statistically significant correlation between the learning motivation and the examination anxiety of third-year secondary students. 2- There are statistically significant differences in learning motivation attributed to the gender variable. 3- There are no statistically significant differences in learning motivation attributable to the specialization variable. 4- There are statistically significant differences in learning motivation attributable to the residence pattern variable. 5- There are no statistically significant differences in the examination concern due to the sex variable. 6- There are no statistically significant differences the examination is due to the specialization variable. 7- There are statistically significant differences in the examination's anxiety due to the residence pattern variable