Are different responses related to the different affective features? CHAID analysis study

In education, examining students' learning in detail, determining their strengths and weaknesses giving effective feedback have gained importance over time. The aim of this study is to determine the distribution students’ answers reading comprehension achievement test items which were written at different cognitive levels investigate affective variables that are classifying students based on incorrect, blank, unrelated identified via rubric. For purpose, a test, student information form, perceived academic self-efficacy scale learned helplessness tendency used collect data. form included perseverance, motivation, exposure bullying anxiety subscales. A rubric was response categories. According findings study, rate blank incorrect increases as level become more complex. While most correct rates decreasing, partially-correct increasing relatively. tendencies basic level, process became complex, characteristics responses increased number. It concluded these important improving leading them partially answer. can be suggested create trainings classroom environments will equip improve features about variables.