The study aimed to analyze the impact of tests on psychological problems facing public high school students in Jordan, and due to the tests know the impact on psychological problems. The study adopted a descriptive-analytical approach to obtain the results. The study population consisted of all students enrolled in the public secondary stage in Tafila Governorate for the academic year 2019/2020 AD, the number of which was 2025 male and female students. The study sample consisted of (364) male and female students chosen in a cluster-randomized method, which formed (17.9%) of the original study community. The researcher sought to analyze the impact of tests on psychological problems facing public high school students in Jordan through a questionnaire that included three dimensions, namely: The first dimension: study problems; the second dimension: behavioral problems; and the third dimension: personal problems, where the scale included (30) items for students, its validity and reliability were verified. The most important results of the study that was shown by the study were: that the tests affected the psychological problems of public high school students in the governorate of Jordan. The study also showed differences of statistical significance at the level of significance (? <0.05) in the impact of the tests on psychological problems according to the gender variable and favour of females. The results also showed that the arithmetic mean of psychological problems among students at the public secondary stage in Tafila Governorate came as average and with average arithmetic (3.57) and a standard deviation (0.28). The study recommended activating the counseling programs that reduce psychological problems for public high school students.
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In-Text Citation: (Al-Amryeen et al., 2020)
To Cite this Article: Al-Amryeen, M. H., Baioumy, N. A., & Salieh, A. W. Bin. (2020). The Psychological Problems Faced by Students during General Secondary Education Certificate Examinations in Jordan. International Journal of Academic Research in Psychology, 7(1), 1–16.
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