Relationship of Test Anxiety, Psychological Distress and Academic Motivation among First Year Undergraduate Pharmacy Students

Abstract

Passing standardized academic tests are important in current education system which increases the prevalence of test anxiety among students. Test anxiety has become ubiquitous and leads to several complications, for instance psychological distress and amotivation. The aim of this study is to identify the prevalence of test anxiety and psychological distress among pharmacy students, to identify the relationship between test anxiety and psychological distress among pharmacy students and at what extend test anxiety is a predictor of psychological distress and academic motivation. Westside Test Anxiety Scale (WTAS), Kessler Psychological Distress Scale (K10) and Academic Motivation Scale (AMS) were distributed to 144 first semester students who are pursuing under graduate pharmacy program in one of the universities in Malaysia. Forty seven (32.5%) participants experienced test anxiety and 88(61.1%) of them experienced psychological distress. Further results showed that there is a significant positive relationship between test anxiety and psychological distress as well as between test anxiety and amotivation. Test anxiety is a significant predictor of psychological distress and amotivation. Over all, pharmacy students experience test anxiety and psychological distress. Test anxious students tend to experience higher level of psychological distress and amotivation.

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