COMPARATION OF LEVEL OF EXAMINATION ANXIETY IN 1 ST AND 3RD YEAR STUDENTS OF NURSING AND PHYSIOTHERAPY OF THE FACULTY OF HEALTH STUDIES IN RIJEKA

Ispitna anksioznost vrlo je složeni pojam za definiranje. Veliki broj autora ističe svoje definicije ispitne anksioznosti, međutim najbolji opis anksioznosti bio bi iščekivanje pojedinca na potencijalnu opasnost. Prema tome se ispitna anksioznost može definirati kao iščekivanje opasnosti, u vidu nezadovoljenja na ispitu, neznanja, straha od nedovoljno vremena za rješavanje ispita i slično. Ispitna anksioznost javlja se prije, tijekom i nakon ispita. Kao najčešći uzroci ispitne anksioznosti navode se osobna ličnost pojedinca, manjak samopouzdanja, pritisak roditelja i okoline, a nerijetko i samih profesora. U svrhu prevencije ispitne anksioznosti najprije se preporuča dobra pripremljenost za test. Nadalje, pozitivne misli i ukoliko se osjećaj anksioznosti pojavi prilikom testa, preporuča se najprije riješiti pitanja na koja se zna odgovor. Ciljevi ovog istraživanja bili su usporediti razinu ispitne anksioznosti među studentima sestrinstva i fizioterapije na Fakultetu zdravstvenih studija u Rijeci, ispitati utječe li ispitna anksioznost na konačan akademskih uspjeh studenata i izražavaju li višu razinu ispitne anksioznosti studentice ili studenti. Ukupno je sudjelovalo 103 ispitanika koji su rješavali anoniman upitnik od 24 pitanja. Pitanja su podijeljena na četiri sociodemografska pitanja te osam pitanja na temu ispitne anksioznosti sa jednim točnim odgovorom. Šest pitanja ispituje stavove studenata pomoću Likertove tablice te je još šest pitanja sa modificirane ANX skale. Uspoređivanjem aritmetičkih sredina dokazalo se da ne postoji statistički značajna razlika u doživljenoj anksioznosti s obzirom na smjer studiranja, međutim aritmetičke sredine ukazuju na višu razinu anksioznosti kod studenata sestrinstva. Od ukupnog broja sudionika, 64% izjavilo je da se u potpunosti slaže s izjavom da ispitna anksioznost utječe na njihov akademski uspjeh. Dodatnih 20% sudionika izjavilo je da se uglavnom slaže s navedenom izjavom. Također postoji statistički značajna korelacija između visine rezultata na upitniku anksioznosti i stupnju slaganja s izjavom o akademskom uspjehu. Ispunjavanjem upitnika anksioznosti, studentice su izrazile veću razinu ispitne anksioznosti, međutim, mali broj studenata može prikazati iskrivljenu sliku u doživljaju ispitne anksioznosti studenata muškog spola.Test anxiety is a very complex term to define. A large number of authors highlight their definitions of test anxiety, however, the best description of anxiety would be the individual's anticipation of potential danger. Accordingly, test anxiety can be defined as the anticipation of danger, in the form of dissatisfaction with the exam, ignorance, fear of not having enough time to solve the exam, and the like. Test anxiety occurs before, during, and after the exam. The most common causes of test anxiety are the individual's personality, lack of self-confidence, pressure from parents and the environment, and often from the professors themselves. To prevent test anxiety, it is first recommended to be well prepared for the test. Furthermore, positive thoughts and if a feeling of anxiety appears during the test, it is recommended first to solve the questions to which you know the answer. The goals of this research were to compare the level of test anxiety among nursing and physiotherapy students at the "Fakultet zdravstvenih studija" in Rijeka, to examine whether test anxiety affects the final academic success of students and whether female students express a higher level of test anxiety. A total of 103 respondents took part and answered an anonymous questionnaire of 24 questions. The questions are divided into four sociodemographic questions and eight questions on test anxiety with one correct answer. Six questions examine students' attitudes using a Likert scale, and another six questions are from the modified ANX scale. By comparing the arithmetic means, it was proven that there is no statistically significant difference in experienced anxiety concerning the direction of study, however, the arithmetic means indicate a higher level of anxiety among nursing students. Of the total number of participants, 64% stated that they fully agreed with the statement that test anxiety affects their academic performance. An additional 20% of participants said that they mostly agreed with the above statement. There is also a statistically significant correlation between the level of the score on the anxiety questionnaire and the degree of agreement with the statement about academic success. By filling out the anxiety questionnaire, female students expressed a higher level of test anxiety, however, a small number of students may present a distorted picture of the test anxiety experience of male students