A NEW CHALLENGE IN DISTANCE EDUCATION: COGNITIVE TEST ANXIETY AND RELATED STUDENT EXPERIENCES

Distance education offers significant opportunities for access and flexibility in education, especially with the integration of digital technologies and artificial intelligence applications that can provide more effective and personalized learning experiences. Research focusing on the cognitive dimension of test anxiety within the context of distance education is limited, and this study aims to contribute to the limited body of literature by offering student-centered recommendations to address gaps regarding educational program improvement and student well-being. A descriptive quantitative research design was employed. Data were collected online from 410 undergraduate students across medical, nursing, dentistry, and health sciences faculties. The primary data collection tools included an introductory sociodemographic information form and the Cognitive Test Anxiety Scale. Nonparametric tests were used for data analysis. The mean cognitive test anxiety score was 51.3±17.0, with notably higher levels of anxiety observed among dental students. Significant effects of academic expectations, concerns about evaluation methods, and satisfaction with distance education were found to influence anxiety levels (p