Investigation of Test Anxiety, Satisfaction With Life, and Mindfulness of Students in Different Age Groups in Teaching

This research aims to investigate students' "test anxiety", "the satisfaction with life", "mindfulness" according to some demographic characteristics, as well as their correlations and predictive importance level for the distance education they took during the COVID-19 period. The study is a quantitative study based on a descriptive survey design, aiming to systematically and accurately describe the targeted population, situation, or phenomenon. The study population consisted of 87 high school students, 88 undergraduate students, and 29 middle school students, totaling 204 students. In the presented work, it is found that "test anxiety", "satisfaction with life", and "mindfulness" do not differ significantly across age, gender, and educational level. However, significant differences were observed in students’ evaluations of distance education according to gender, age, and education level. There are significant differences in the opinions of individuals regarding distance education, particularly in terms of gender, age, and educational levels. Results regarding the correlations among "test anxiety", "the satisfaction with life", "mindfulness", and their opinions regarding distance education indicated low-level positive and negative correlations among these variables. Analysis of independent variable importance shows that the most important factor explaining the opinion regarding the distance education in the COVID-19 process is "mindfulness", and the second one is "satisfaction with life". Results further indicate that mindfulness is a statistically significant, correlated, and causally influential factor for test anxiety.