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Abstract
Test anxiety is one of the most common problems for students facing various academic tests. Many by using learning strategies such as conscious and intentional activities are able to guide their actions to achieve certain learning goals. The objective of this research was to analyze the relationship between the use of learning strategies and test anxiety in students in the fourth semester of the Professional Doctorate Degree in Optometry at UDELAS. This research had a non-experimental, cross-sectional, descriptive-correlational design, in which the level of relationship between both variables was measured. The sample consisted of 18 fourth-semester students from the morning shift at UDELAS headquarters. They were selected using a non-probabilistic statistical sample type for convenience. The students met the characteristics of the research and were the total number of students who belonged to the morning group of the only fourth semester course of the professional doctorate degree in optometry. The SPSS statistical program was used to carry out the respective analysis of the research. Through data analysis, a significant, moderate positive correlation (r: 0.635; sig. 0.05) was found between the variables of anxiety before exams and the use of learning strategies. These results indicated that it is extremely important to provide the student with the pertinent strategies that favor a better understanding of the information and to reduce failures that are often linked to the anxiety they present and is due to not studying correctly, to the lack of understanding and not having the strategies that improve their learning.
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