The mediating role of test anxiety and cooperation in the relationship between motivation and reading comprehension

Abstract

The purpose of this study is to construct a model that tests the mediating effects of test anxiety and cooperation on the relation between motivation and reading comprehension. The study was carried out within the framework of predictive correlational design. The sample consisting of 1562 students was randomly selected from Turkey sample of the PISA 2015. Structural equation modeling was performed to test the hypothesis about direct and indirect relations between the defined variables. The results showed that test anxiety and cooperation had a partial mediating effect on the relation between motivation and reading comprehension. When the direct relations examined, it was found out that there is a positive and significant relation between motivation and reading comprehension. On the other hand, there is a positive and significant relation between the students’ tendency to cooperation and reading comprehension while the relation between test anxiety and reading comprehension is significant and negative.