Test Anxiety and Academic Achievement among South African University Students

1994 ◽  
Vol 75 (3_suppl) ◽  
pp. 1593-1594 ◽  
Author(s):  
Tuntufye S. Mwamwenda
Keyword(s):  
Academic Achievement ◽  
Developing Countries ◽  
University Students ◽  
South African ◽  
Test Anxiety ◽  
Educational Psychology ◽  
Achievement Test ◽  
Mean Difference ◽  
Academic Tasks

Although studies in Western and a few developing countries have indicated students with low scores on test anxiety tend to perform better on academic tasks than those who score higher on test anxiety, at this South African university no statistically significant mean difference on a test in educational psychology was noted for 121 students who scored high on the Anxiety Achievement Test and those 117 who scored low.

Associations of Neuroticism and Introversion with Academic Achievement

1995 ◽  
Vol 77 (1) ◽  
pp. 265-266 ◽  
Author(s):  
Tuntufye S. Mwamwenda
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
South African ◽  
Personality Inventory ◽  
First Year ◽  
Eysenck Personality Inventory ◽  
Relationship Of ◽  
The Relationship

The relationship of academic achievement or grades with Eysenck Personality Inventory scores on Neuroticism and Introversion was examined. Contrary to theoretical expectations and previous studies, no significant differences among means were observed for 118 first-year South African university students (78 women and 40 men) whose mean ages were 29 yr. (women) and 28.8 yr. (men).

scholarly journals Effectiveness of a Rational Behavioral Emotive Program in Reducing Test Anxiety among University Students with High Academic Achievement

2020 ◽  
Vol 10 (3) ◽  
pp. 168
Author(s):  
Najla Y. AlAmry
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Test Anxiety ◽  
Experimental Approach ◽  
Anxiety Scale ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
High Academic Achievement ◽  
Experimental Group

The present study aims to identify the effectiveness of a rational behavioral emotive program in reducing test anxiety among university students with high academic achievement in Riyadh. The author adopted the quasi-experimental approach. The sample comprised (26) students with high academic achievement who were encountering test anxiety at Princess Nourah bint Abdulrahman University (PNU) in Riyadh. The participants were divided into two groups: An experimental group of (13) students and a control group of (13) students. The author also used the test anxiety scale (Spielberger, 1972) and designed the rational behavioral emotive program using new electronic applications. The results showed statistically significant differences between the average scores of the experimental group students in the pre and posttests in favor of the post-test. There were statistically significant differences between the average scores of the two groups in the post-test of the scale in favor of the experimental group. Furthermore, there were no statistically significant differences between the average scores of the experimental group in the post and successive tests of the scale.

Gender Differences in Test Anxiety among South African University Students

1993 ◽  
Vol 76 (2) ◽  
pp. 554-554 ◽  
Author(s):  
Tuntufye S. Mwamwenda
Keyword(s):  
Gender Differences ◽  
University Students ◽  
South African ◽  
Test Anxiety ◽  
Sex Difference

Prior research has shown a sex difference in scores on test anxiety, with men having a lower mean score than women. The present study was undertaken to confirm such a difference among African university students, but the t ratio was nonsignificant for means of 28.4 for men and 28.0 for women ( SDs of 5.3 and 5.0).

Some Correlation Coefficients: Relationships among I-E Scores and other Personality Variables

1968 ◽  
Vol 22 (3) ◽  
pp. 983-984 ◽  
Author(s):  
Dolores Gold
Keyword(s):  
Academic Success ◽  
University Students ◽  
Test Anxiety ◽  
Social Desirability ◽  
Correlation Coefficients ◽  
Achievement Test ◽  
First Year ◽  
Personality Variables ◽  
Academic Aptitude ◽  
First Year University

An examination of the relationships between I-E scores and need for achievement, test anxiety, social desirability, academic aptitude, and academic success, was made using samples of first year university students. The coefficients for all correlations were insignificant except for those involving social desirability and intelligence.

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