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    An examination of the relationship between perceived parental attitudes and test anxiety among 8th grade students
    (Recep Kanat, 2025) Noyan, Reyhan; Keçeci, Berra
    This study aimed to examine the relationship between perceived parenting styles and test anxiety levels among 8th grade students. The research was designed within the framework of the relational survey model, one of the quantitative research methods, and the sample consisted of 318 students studying in 10 public secondary schools in Eyüpsultan district of Istanbul during the 2024–2025 academic year. Data were collected through the Parental Consent Form, Demographic Information Form, Parental Attitude Scale (PAS), and Westside Test Anxiety Scale (WTAS). The collected data were analyzed using SPSS 25.0, and independent samples t-test, one-way ANOVA, Pearson correlation analysis, and multiple linear regression tests were conducted. The results revealed that female students experienced significantly higher levels of test anxiety compared to male students. Correlation analysis showed significant negative relationships between test anxiety and the dimensions of acceptance-interest and psychological autonomy. Multiple regression analysis indicated that only the psychological autonomy dimension was a significant predictor of test anxiety. No significant differences were found in test anxiety levels according to different types of 3 parental attitudes. These findings demonstrate that students’ test anxiety is significantly associated with the psychological autonomy and acceptance they perceive from their parents. The results are consistent with previous studies in the literature, showing that democratic parenting styles and psychologically supportive approaches have a reducing effect on test anxiety. In this regard, the study contributes to the understanding of psychosocial factors influencing test anxiety. Based on the findings, it can be suggested that strengthening guidance and counseling services, expanding parental awareness programs, and encouraging teachers to collaborate with families are crucial steps in reducing students’ test anxiety. Furthermore, parents adopting approaches that provide greater psychological autonomy and acceptance may help students cope more effectively with test anxiety.