ATRIBUCIJE I ISPITNA ANKSIOZNOST KOD UČENIKA
ATTRIBUTIONS AND EXAM ANXIETY AMONG STUDENTS

Summary/Abstract: Attributions are an important issue of study, as evidenced by their popularity and widespread applicability in a variety of studies and disciplines, including emotions, learned helplessness, violence, academic accomplishment, loneliness, and so on. Attributions are ordinary, daily explanations of the reasons of behavior that a person employs to explain why a particular result of an activity occurred. Attribution theories explain how people make attributions about their own and others' behavior based on specific antecedents such as previous experience, information, beliefs, motivation, etc. Given the widespread use of attributions, it is particularly important to examine their relationship with emotions, namely exam anxiety. Exam anxiety is a condition of stress, excitement, concern, and discomfort that happens during, after, or in anticipation of an exam situation. Anxiety ranges from normal, everyday anxieties to those that, depending on their duration, degree of maladjustment, scope, and intensity, progress to different types of anxiety disorders. The primary topic of the study is to investigate the relationship between attributions and exam anxiety, while the goal is to evaluate the function of attributions in explaining test anxiety among students in upper grades of elementary school. The study included 320 students (163 male and 157 female) in the seventh and eighth grades from Tuzla Canton. The paper utilized the test anxiety scale (Lončarić, 2014) and the success and failure attribution scale (Lončarić, 2014). The findings revealed a substantial link between attributions of failure and test anxiety, as well as important predictors of both success and failure. There was a considerable difference in attributing failure to internal variables based on gender. This study finds that attributions play an important role in explaining academic success. All of the above emphasizes the need of instilling adaptive attributions in students in order to lessen test anxiety and increase academic performance.

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