The Relationship between Test-Anxiety and Academic Achievement among Iranian Adolescents

The study investigated the relationship between students’ test anxiety levels and academic achievement in secondary schools. The study used correlational survey design using Test Anxiety Inventory (TAI) for data collection. It was a year-long study. The students’ annual cumulative scores in English Language and Mathematics were used as measure of their academic achievement. Stratified random sampling was used to get a sample of 320 male and female students drawn from four secondary schools in Igbo-Eze South L.G.A. of Enugu state. Four research questions and three null hypotheses were formulated for the study. The data were analyzed using percentages, standard deviation, correlation and measure of central tendency (the mean) and t-test. On the bases of their scores on Test Anxiety Inventory (TAI), males were found to be more test anxious than females. The results showed that test anxiety increases with increase in class level. The result also revealed that the relationship between test anxiety and academic achievement was inverse with r = -77 That is, the relationship between test anxiety and academic achievement is such that as test anxiety increases, the academic achievement decreases. The implications and recommendations arising from the findings were highlighted.

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Teaching-Learning Conceptions and Academic Achievement: The Mediating Role of Test Anxiety

International Journal of Educational Psychology ◽

10.17583/ijep.2016.2271 ◽

2016 ◽

Vol 5 (3) ◽

pp. 308 ◽

Cited By ~ 1

Author(s):

Gokhan Bas

Keyword(s):

Academic Achievement ◽

Grade Point Average ◽

Test Anxiety ◽

Grade Point ◽

Mediating Role ◽

Significant Relationships ◽

Teaching Learning ◽

Learning Conceptions ◽

The Relationship

The current research aimed at examining the mediating role of test anxiety in the relationship between teaching-learning conceptions and academic achievement. The correlation investigation model was adopted in this research. The participants of the research were volunteering teachers (n = 108) and students (n = 526) from five different high schools. For data collection, the “teaching-learning conceptions scale” (Chan & Elliott, 2004), the “Westside test anxiety scale” (Driscoll, 2007), and the “Grade point average determination form” were used. The data was analysed using hierarchical multiple regression analysis. According to the results obained, it was found that there were significant relationships amongst teaching-learning conceptions, test anxiety, and academic achievement. Furthermore, it was concluded that test anxiety mediated the relationship between teaching-learning conceptions and academic achievement significantly.

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Modeling the Causal Relationships among Test Anxiety, Working Memory, and Academic Achievement of Primary Stage Students in Oman in the Light of the Processing Efficiency Theory

Journal of Educational and Psychological Studies [JEPS] ◽

10.24200/jeps.vol7iss2pp238-255 ◽

2013 ◽

Vol 7 (2) ◽

pp. 238

Author(s):

Sabry M. Abd-El-Fattah

Keyword(s):

Academic Achievement ◽

Working Memory ◽

Test Anxiety ◽

Central Executive ◽

Phonological Loop ◽

Equation Modeling ◽

Processing Efficiency ◽

Efficiency Theory ◽

Processing Efficiency Theory ◽

The Relationship

This study aimed at investigating the relationships among test anxiety, working memory, and academic achievement in the light of the processing efficiency theory. The sample of the study included 159 fifth graders (84 females and 75 males) distributed over three public elementary schools in the Sultanate of Oman. Results of the mean testing analysis showed that the participants had high levels of worry and emotionality as well as overall test anxiety (both worry and emotionality). The results of the structural equation modeling analysis showed that (1) worry and emotionality had negative effects on central executive, phonological loop, and visuo-spatial sketch pad; (2) emotionality had a negative effect on the visuo-spatial sketch pad, and (3) central executive, phonological loop, and visuo-spatial sketch pad had positive effects on academic achievement. The results of the mediation analysis showed that the central executive and the phonological loop mediated the relationship between worry and academic achievement, and that the central executive, phonological loop, and visuo-spatial sketch pad mediated the relationship between emotionality and academic achievement. The results of the moderation analysis showed that gender was not a moderator of the relationships among worry, emotionality, central executive, phonological loop, visuo-spatial sketch pad, and academic achievement.

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Test Anxiety, GSR and Academic Achievement

Perceptual and Motor Skills ◽

10.2466/pms.1971.33.2.535 ◽

1971 ◽

Vol 33 (2) ◽

pp. 535-538

Author(s):

Arline L. Bronzaft ◽

Irving R. Stuart

Keyword(s):

Academic Achievement ◽

Test Anxiety ◽

Self Report ◽

Reactive Group ◽

The Relationship ◽

Report Measure

To determine the relationship between a self-report measure of test anxiety and GSRs recorded during an actual course examination, GSRs were obtained from 57 Ss on two separate occasions; the first involving neutral questions and the second, psychology examination questions. A low-reactive and a high-reactive group were identified on the basis of GSR responses to the neutral questions. During the actual examination situation, the GSRs of the low-reactive group were raised but still remained small in comparison to the GSRs of the high-reactive group. In the low-reactive group, Ss high in test anxiety responded with significantly larger GSRs than Ss low in test anxiety.

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