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The Relationship between Test Anxiety and Academic Achievement

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Education, Achievement, and Giftedness Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes Student Stress and Coping

Abstract

The major aim of this research study was to explore the relationship between test anxiety and academic achievement of students at the post graduate level. A sample of 414 students was randomly selected from seven different science departments in a public sector university in Lahore, Pakistan. Data were collected by using the Test Anxiety Inventory (TAI) developed by Spielberger. Pearson correlation, multivariate statistics and regression analyses were run for data analysis. It was found that a significant negative relationship exists between test anxiety scores and students’ achievement scores. Results showed that a cognitive factor (worry) contributes more in test anxiety than affective factors (emotional). Therefore, it is concluded that test anxiety is one of the factors which are responsible for students’ underachievement and low performance but it can be managed by appropriate training of students in dealing with factors causing test anxiety.

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References

1988Correlates, Causes, Effects, and Treatment of Test Anxiety 2002Cognitive Test Anxiety and Academic Performance 2005Test Anxiety and Academic Performance in Undergraduate and Graduate Students.1981Cognitive and emotional components of anxiety: Literature review and a revised worry-emotionality scale.1995Effects of math self-concept, perceived self-efficacy, and attributions for failure and success on test anxiety.2004Dimensions of test anxiety: Relations to ways of coping with pre-exam anxiety and uncertainty

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