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Behnam, Biook, Jenani, Shalaleh, Ahangari, Saeideh. (1392). The Effect of Time-management Training on Test-anxiety and Self-efficacy of Iranian Intermediate EFL Learners. پژوهش های میوه کاری, 2(1), 45-61. doi: 10.30466/ijltr.2014.20423
Biook Behnam; Shalaleh Jenani; Saeideh Ahangari. "The Effect of Time-management Training on Test-anxiety and Self-efficacy of Iranian Intermediate EFL Learners". پژوهش های میوه کاری, 2, 1, 1392, 45-61. doi: 10.30466/ijltr.2014.20423
Behnam, Biook, Jenani, Shalaleh, Ahangari, Saeideh. (1392). 'The Effect of Time-management Training on Test-anxiety and Self-efficacy of Iranian Intermediate EFL Learners', پژوهش های میوه کاری, 2(1), pp. 45-61. doi: 10.30466/ijltr.2014.20423
Behnam, Biook, Jenani, Shalaleh, Ahangari, Saeideh. The Effect of Time-management Training on Test-anxiety and Self-efficacy of Iranian Intermediate EFL Learners. پژوهش های میوه کاری, 1392; 2(1): 45-61. doi: 10.30466/ijltr.2014.20423

The Effect of Time-management Training on Test-anxiety and Self-efficacy of Iranian Intermediate EFL Learners

Iranian Journal of Language Teaching Research
مقاله 5، دوره 2، شماره 1، فروردین 2014، صفحه 45-61    اصل مقاله (979.57 K)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30466/ijltr.2014.20423
نویسندگان
Biook Behnam* ؛ Shalaleh Jenani؛ Saeideh Ahangari
Islamic Azad University, Tabriz Branch, Iran
چکیده
The present study aimed to examine the effect of time-management training on Iranian EFL learners' test-anxiety and self-efficacy. A quasi-experimental design was used. The study was carried out in Tabriz Azad University and University of Applied Sciences and Technology. Thirty-eight BA students majoring in TEFL who enrolled in the above mentioned context in the academic year 1390-1391 participated in the study. The instruments used in the study were Time-Management Behavior Scale constructed by Macan, Shahani, Dipboye, et al. (1990), General Self-Efficacy Scale constructed by Jerusalem and Schwarzer (1992) and Westside Test-Anxiety Scale constructed by Driscoll (2007).The results indicated that there was a significant difference between the mean scores of experimental group's test-anxiety before and after time-management training and also there was a significant difference between the mean scores of experimental group and control group's test-anxiety after intervention. These findings also apply to the mean scores of self-efficacy. Therefore, it can be concluded that time-management training affects EFL learners' test-anxiety and self-efficacy. The findings of this study have some implications for researchers, teachers, universities and institutions.
کلیدواژه‌ها
time-management؛ training؛ test-anxiety؛ self-efficacy؛ Iranian EFL learners
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