scholarly journals The Relationship between Achievement Motivation and Test Anxiety and its Effect on the Students’ Performance in English of the Basic and Secondary Levels at Al–Mafraq City

2006 ◽  
Vol 07 (03) ◽  
pp. 201-222
Author(s):  
Khalid K. Hawwash ◽  
Mohammed M. Elemat
Keyword(s):  
Test Anxiety ◽  
Achievement Motivation ◽  
The Relationship

Sex Differences in the Relationship between Test Anxiety and School Performance

1972 ◽  
Vol 30 (3) ◽  
pp. 907-914 ◽  
Author(s):  
Torgrim Gjesme
Keyword(s):  
Test Anxiety ◽  
School Performance ◽  
Achievement Motivation ◽  
Probability Of Failure ◽  
Traditional Classroom ◽  
High Ability ◽  
Negative Effects ◽  
School Work ◽  
Relative Ability ◽  
The Relationship

The present study was designed to examine the relationship between test anxiety and school performance in light of the achievement motivation theory. The reasoning was based on the following assumptions: (a) subjective probability of failure (Pt) in school work is determined by the individual's knowledge of his own relative ability; (b) Pt is inversely related to the pupil's level of ability; (c) girls overestimate their Pt; (d) girls have a smaller spread in Pt than have boys. Taking these assumptions into account implied that in a traditional classroom in which ability is heterogeneous, only boys of moderate ability should have their test anxiety (Mt) strongly aroused and the resulting interference should deteriorate their performance. Neither the very bright nor the very dull boys should have their test anxiety (Mt) much aroused, and it should have no negative effects on their performance regardless of its strength. Further, girls of high ability should have their test anxiety (Mt) strongly aroused, while moderate and especially low ability girls should not have their Mt much aroused. The pattern of the results was mostly in accordance with the reasoning underlying these predictions.

Test Anxiety and Academic Performance among Undergraduates: The Moderating Role of Achievement Motivation

2017 ◽  
Vol 20 ◽  
Author(s):  
Anthony Gbenro Balogun ◽  
Shyngle Kolawole Balogun ◽  
Chidi Victor Onyencho
Keyword(s):  
Academic Performance ◽  
Test Anxiety ◽  
Achievement Motivation ◽  
Negative Impact ◽  
Positive Impact ◽  
Educational Interventions ◽  
University Management ◽  
The Relationship ◽  
Moderating Role

AbstractThis study investigated the moderating role of achievement motivation in the relationship between test anxiety and academic performance. Three hundred and ninety three participants (192 males and 201 females) selected from a public university in Ondo State, Nigeria using a purposive sampling technique, participated in the study. They responded to measures of test anxiety and achievement motivation. Three hypotheses were tested using moderated hierarchical multiple regression analysis. Results showed that test anxiety had a negative impact on academic performance (β = –.23; p < .05). Achievement motivation had a positive impact on academic performance (β = .38; p < .05). Also, achievement motivation significantly moderated the relationship between test anxiety and academic performance (β = .10; p < .01). These findings suggest that university management should design appropriate psycho-educational interventions that would enhance students’ achievement motivation.

How Achievement Motivation Influences the Attitude of Schoolchildren and Students Towards Independent Sports Activities

2019 ◽  
Vol 6 (1) ◽  
pp. 38-46
Author(s):  
A.S. Grachev
Keyword(s):  
Physical Education ◽  
Achievement Motivation ◽  
Russian Federation ◽  
Male Students ◽  
Way Of Life ◽  
Education Material ◽  
State Technological ◽  
Technological University ◽  
The Relationship ◽  
Sports Activities

Summary Purpose: to determine the relationship between achievement motivation and the attitudes of schoolchildren of 11-17 years old and students of 18-21 years old to independent sports and passing control standards in the discipline \”Physical Education\”. Material: 1576 schoolchildren (boys n = 780 and girls n = 796) of comprehensive schools of Belgorod, Stary Oskol, Stroitel and Shebekino (Belgorod region, Russian Federation) and 246 students (men n = 127) were surveyed. and women n = 119) Belgorod State Technological University named after V.G. Shukhov (Belgorod, Russian Federation). The questionnaire consisted of three blocks of questions: the 1st block of questions - questions aimed at determining the age, sex, place of study of the respondent; 2nd block of questions - 8 questions, allowing to assess the attitude of the respondent to independent sports activities and the desire to take control standards of the discipline Y’Physical Education\”; 3rd block of questions is a test of 20 questions, developed by A.A. Rean, to assess the motivation to achieve success and avoid failures. Results: the motivation for avoiding failures was diagnosed in 5% male students and 10% female students. A direct correlation between achievement motivation and the attitude of schoolchildren and students towards independent sports activities and passing control standards has been revealed. Conclusions: there are no differences in the correlation between the relationship between achievement motivation and attitudes toward independent sports by gender. Schoolchildren and students with motivation to achieve regular self-exercise. Schoolchildren and students with a pronounced motivation for avoiding failures prefer a passive way of life. They do not want to pass standards on the discipline \”Physical Education\” and do not go in for sports on their own.

Faktor-Faktor yang Berhubungan dengan Kinerja Penyuluh Pertanian di Kabupaten Ciamis Jawa Barat

2020 ◽  
Vol 4 (4) ◽  
pp. 545
Author(s):  
Nur Puti Kurniawati ◽  
Dwi Sadono ◽  
Endang Sri Wahyuni
Keyword(s):  
Achievement Motivation ◽  
Census Data ◽  
Work Motivation ◽  
Agricultural Extension ◽  
Field Extension ◽  
Need For Achievement ◽  
Extension Agent ◽  
Spearman Correlation Test ◽  
And Performance ◽  
The Relationship

Agricultural extension agent was the main spearhead in carrying out counseling. A good agricultural extension agent can be reflected in their performance. The purpose of this study were: (1) describe the characteristics of agricultural extension agent, (2) describe the level of competence, level of work motivation, and describe level of performance of agricultural extension agent, (3) analyze the relationship between characteristics of agricultural extention agent and the level of performance of agricultural extension agent, (4) analyze the relationship between the level of competency of agricultural extension agent and the level of performance of agricultural extension agent, (5) analyze the relationship between the level of motivation of agricultural extension agent and the level of performance of agricultural extension agent. Responden in this study were 48 field extension agent who are civil servant in Ciamis Regency West Java and selected by census. Data were analyzed using Rank Spearman correlation test. The results showed that agricultural extension agent in Ciamis Regency were dominated by extension agent who were old, undergraduate educated, had little training, and had a long working period. Agricultural extension agent in Ciamis Regency generally have sufficient competency which tends to be high and generally dominated by the need for achievement motivation. The results also show that there is a relationship between managerial competence and performance, social competence with performance, technical competence with performance, level of competency with performance, and the need for achievement with performance.Keywords: Agricultural Extension Agent,Competence, Motivation, Performance.

The Relationship Between the Perceived Motivational Climate in Elite Collegiate Sport and Athlete Psychological Coping Skills

2021 ◽  
pp. 1-17
Author(s):  
Mary D. Fry ◽  
Candace M. Hogue ◽  
Susumu Iwasaki ◽  
Gloria B. Solomon
Keyword(s):  
Goal Setting ◽  
Achievement Motivation ◽  
Coping Skills ◽  
Motivational Climate ◽  
Equation Modeling ◽  
Mental Preparation ◽  
Collegiate Sport ◽  
Perceived Motivational Climate ◽  
The Relationship ◽  
Psychological Coping

Psychological coping skills in sport are believed to be central to athlete performance and well-being. This study examined the relationship between the perceived motivational climate in elite collegiate sport teams and player psychological coping skills use. Division I athletes (N = 467) completed a questionnaire examining their perceptions of how caring, task-, and ego-involving their teams were and their use of sport specific psychological coping skills (i.e., coping with adversity, peaking under pressure, goal setting/mental preparation, concentration, freedom from worry, confidence/achievement motivation, and coachability). Structural equation modeling revealed positive relationships between perceptions of a task-involving climate and confidence/achievement motivation (β = 0.42) and goal setting/mental preparation (β = 0.27). Caring climate perceptions were positively associated with coachability (β = 0.34). These findings illustrate how encouraging athletes and coaches to create a caring, task-involving climate may facilitate athletes’ use of psychological coping skills and set athletes up to perform their best and have a positive sporting experience.

The Relationship Between Leisure Management and Exam Anxiety Levels of University Students

2021 ◽  
Vol 15 (10) ◽  
pp. 2915-2921
Author(s):  
Fatih Yaşartürk ◽  
Buğra Akay ◽  
Betül Ayhan
Keyword(s):  
University Students ◽  
Test Anxiety ◽  
Goal Setting ◽  
Significant Relationship ◽  
Family Income ◽  
Pearson Correlation ◽  
Significant Difference ◽  
Anxiety Levels ◽  
Exam Anxiety ◽  
The Relationship

Aim: The aim of the study is to examine the relationship between leisure management and test anxiety levels of university students and their differentiation status in terms of some demographic variables. Methods: The relational survey model was used in the study, and there were 284 (147 male and 137 female) university students selected from the universe by convenient sampling method. Personal information form prepared by the researchers, “Leisure Management Scale (LMS)” and “Test Anxiety Inventory (TAI)” were used as data collection tools. In the analysis of the data, descriptive statistics, t-Test and Pearson Correlation analyzes were used by using SPSS 26.0 program. Results: There was no significant difference in the sub-dimensions of the leisure management scale and the total score averages according to the gender variable, while a significant difference was found in the TAI "delusional", "affective" sub-dimensions and total score averages. According to the family income variable of university students, a low-level and negative significant relationship was found in the "leisure attitude" sub-dimension of LMS, and in the total TAI and "delusional sub-dimension". A significant relationship was found between the age variable and the "goal setting and method" sub-dimension of LMS. A low and negative significant relationship was found between leisure and "goal setting and method", "leisure attitude" and total LMS score averages. In addition, while there was no significant relationship between LMS and TAI, it was found that there was a low and negative significant relationship between the "leisure attitude" sub-dimension and the test anxiety inventory and its sub-dimensions. Conclusion: It can be said that as the level of attitude towards leisure activities of university students’ increases, the feeling of exam anxiety may decrease, and the increase in free time will adversely affect the level of leisure management and attitude. Keywords: University students, Leisure management, Exam anxiety level. *It was presented as an oral presentation at the 5th Academic Sports Research Congress

Parental Attitudes, Test Anxiety, and Achievement Motivation: A Hong Kong Study

1974 ◽  
Vol 93 (1) ◽  
pp. 3-11 ◽  
Author(s):  
Anita King-Fun Li
Keyword(s):  
Hong Kong ◽  
Test Anxiety ◽  
Achievement Motivation ◽  
Parental Attitudes

scholarly journals Coping strategies as mediators in the relationship between test anxiety and academic achievement

Psihologija ◽  
2017 ◽  
Vol 50 (1) ◽  
pp. 51-66 ◽  
Author(s):  
Ana Genc
Keyword(s):  
Coping Strategies ◽  
Test Anxiety ◽  
Coping Mechanisms ◽  
German Studies ◽  
Mediating Role ◽  
Novi Sad ◽  
The University ◽  
The Given ◽  
The Relationship

In most modern societies, nearly every realm of life involves some form of evaluation of our knowledge, abilities and skills. Given the potentially significant consequences of exams, it is not surprising that they are often very stressful. This study aimed to determine the existence and nature of the relationships between level of test anxiety, coping strategies, and achieved success on a mid-term test. As well as examining the direct relations between the given variables, our primary interest was to investigate the potential mediating role of coping mechanisms between the input and output variables of the examined stressful transaction. The study was conducted on a sample of 263 students from the Psychology and German Studies Departments of the Faculty of Philosophy at the University of Novi Sad. According to our results, only emotion-focused coping mechanisms were statistically significant mediators in the relationship between level of test anxiety and mid-term test achievement. The results indicate that students with high test anxiety who employ predominantly emotion-focused coping strategies score lower on a pre-exam knowledge test.

Sign in / Sign up

Export Citation Format

Share Document