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The concept of Mathematics Examination Anxiety needs to be highlighted because of being important for academic success and future plans of students. However, this research’s scope is middle school seniors. This paper struggles to present the data with anxious students about mathematics examinations while they are on transition step to high-school. The participants of this study were 375 seniors from 14 different middle schools, in Malatya. In the research, Mathematics Examination Anxiety Scale (Şan, 2014) was adapted for 8th grade students and applied to determine the level of the mathematics examination anxiety. Also, the relations between the followings were examined: Mathematics Examination Anxiety Level, Academic Success both in general and mathematics in fall semester, the raw score of both High-School Entrance Exam in mathematics and the overall tests, gender, parents education level, gender of students’ mathematics teachers. Middle school seniors show mathematics examination anxiety symptoms “frequently”. The frequency level significantly differentiated according to gender and parents’ educational status. The level is also found to be correlated with academic success. Middle school senior students show higher mathematics examination anxiety levels than regular students. This emotional-state is limited to evaluative academic tasks but could be extended too many educational situations as participation and homework tasks. It is suggested that assessment process should include the affective measurements for middle school students., El concepto de ansiedad del examen de matemáticas debe destacarse. Es importante para el éxito académico y los planes futuros de los estudiantes. Sin embargo, el alcance de esta investigación es de estudiantes de ocho grados. Este documento se esfuerza por presentar los datos con estudiantes ansiedad del examen de matemáticas mientras están en el paso de transición a la escuela secundaria. Los participantes de este estudio fueron 375 estudiantes del último año de 14 escuelas intermedias diferentes, en Malatya. En la investigación, la Escala de ansiedad por el examen de matemáticas (Şan, 2014) se adaptó para estudiantes de 8 ° grado y se aplicó para determinar el nivel de ansiedad del examen de matemáticas. Asimismo, se examinaron las relaciones entre los siguientes: ansiedad del examen de matemáticas, éxito académico tanto en general como en matemáticas en el semestre de otoño, Los resultados brutos del examen de ingreso a la escuela secundaria tanto en matemáticas como en las pruebas generales, género, nivel de educación de los padres, género de los profesores de matemáticas de los alumnos. Ocho grados muestran síntomas de "ansiedad ante los exámenes matemáticos" con frecuencia. El nivel de frecuencia significativamente diferenciado según género y estado educativo de los padres. El nivel también se correlaciona con el éxito académico. Este estado emocional se limita a tareas académicas evaluativas, pero podría extenderse a muchas situaciones educativas como participación en clase y tareas para el hogar. Se sugiere que el proceso de evaluación debe incluir medidas afectivas para estudiantes de ocho grados.

Teknolojinin ilerlemesi ile birlikte internet yalnızca bilgisayarlarla ve internet kafelerde erişilebilecek ayrıcalıklı bir hizmet olmaktan çıkmış hayatımızın her alanına yayılmıştır. Bilgisayar başında geçirilen zamanın ayarlanamaması ve bireyin internet kullanma konusunda kendisini kontrol edememesi internet bağımlılığının oluşmasına neden olmaktadır. İnternet bağımlısı bireyler fiziksel sorunların yanı sıra psikolojik, sosyal ve akademik yaşamlarında da sorunlarla karşılaşmaktadır. Bu çalışmada, üniversite öğrencilerinin internet bağımlılıkları ve bunların çeşitli değişkenlere göre farklılaşma durumları incelenmiştir. Araştırma sonunda, öğrencilerin büyük çoğunluğunun internet bağımlılıkların “düşük” düzeyde olduğu görülmüştür. İnternet bağımlılıklarında cinsiyet, akademik başarı, derslere devam durumu, günlük internet kullanım süresi, internete bağlanılan yer, internete telefonla bağlanma değişkenlerine göre anlamlı farklılıklar görülürken; öğretim türü ve ailelerin gelir düzeyi değişkenlerine göre anlamlı farklılıklara rastlanmamıştır., Internet has spread to every area of our lives with the progress of technology and ceased to be a privileged service that can be accessed only with computers and in internet cafes. The widespread use of the internet also brings about many problems. Internet addiction is caused to occur depends on failure to set the time spent at the computer and individual's inability to control him/herself on using the internet. Internet addicted individuals confront with the problems such as psychological, social and academically as well as physical problems. In this study, the prevalence of internet addiction among college students and differentiation conditions of internet addictions according to several variables was analyzed.Statistical analysis of the data obtained via Internet Addiction Scale Kruskal Wallis H- test and Mann Whitney U-test were used. At the end of the study, the majority of students’ internet addiction level was found to be “low” level. While significant differences were observed in the internet addiction levels of students according to the gender, perception of academic achievement, course attendance, daily internet usage time, places connected to the internet, connect to the internet by phone, whereas no significant differences observed according to the type of education and income level of families.