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Test Anxiety and its Relationship to Test Score

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Added on  2021-01-13

Test Anxiety and its Relationship to Test Score

   Added on 2021-01-13

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Test Anxiety and its Relationship to Test Score_1
2AbstractThis study explores the relationship between test anxiety, hours of study, and test score. The role of gender and age in the participants' level of test anxiety was taken into consideration. To this end, students were selected if they studied Psychology at the undergraduate level. Participants were aged between 18 and 25. They all were in their third year of Psychology (N=103). The test anxiety inventory developed by Spielberger (1980) was modified to a 100mm ruler scale (20 item short version) was administered to the participants. Participants were asked to respond by choosing between "almost never" (0mm) and "almost always" (100mm). A significant equation was found for predicting participants' TAI scores based on their Revision study time (F (1,101) = 102.233, p < .001), with an R² of .503. A similar relationship was seen when predicting a participants'test performance based on their TAI score. A significant regression equation wasfound (F (1,101) = 24.384, p < .001), with an R² of .194. Meanwhile, there was seen to be a positive relationship between the test performance and revision study time. Although variance found was low with 15.7%, but when a multiple linear regression was carried out for test performance against both TAI score andrevision study time, the variance was seen to be 20.9%
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3Test Anxiety, Study time and Test performanceAnxiety is an emotional state of fear, worry, hesitation, nervousness, and panic with somatic symptoms (Crooks & Stein, 1988). Tests' are methods of assessing individuals to set them apart from others to achieve a goal. These assessments can come in various forms, such as written, physical, aptitude, achievements, and mental ability tests. Test anxiety can occur before a test is judged by others (Birjandi & Alemi, 2010). Many individuals, generally, go through some form of test anxiety, though over time, research has focused more on students. Test anxiety is prevalent among the student population (Dalkiran, Şahin Baltaci, Karatas, & Nacakci, 2016; Lowe & Ang, 2012).Test anxiety can be caused by many different factors, such as fear of failure, previous history of poor performances, poor study skills, generalised anxiety disorder, pressure or judgment from others, and the individuals' background. There are three components of test anxiety (Zeidner, 1998). These are cognitive, affective, and behavioural. Test anxiety has been associated with a negative impact on test performance. However, the two variables are not causally related, as the variance is low. A study found that test anxiety, study habits and subject skill together accounted for 25% of the criterion variance (Musch & Broder, 1999). (Musch & Broder, 1999) concluded that academic skills are as essential as test anxiety.There have several theories that have tried to explain test anxiety and its impact on test performance. These include Cognitive Test Anxiety, Emotionality
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4and Attentional theories. These theories have led intervention studies to be done to reduce test anxiety in student populations such as (Balogun, Balogun, & Onyencho, 2017; DordiNejad et al., 2011; Mamasseh, 2013; Mohamadi, Alishahi,& Soleimani, 2014). The majority of test anxiety intervention studies have used the Spielberg 1980 Test Anxiety Inventory (TAI) as their primary outcome parameter. The test anxiety inventory has been shown to have good test-retest reliability (r = .80) and good convergent validity (Szafranski, Barrera, & Norton, 2012). Though several studies have tried to elicit the relationship between study skills, test anxiety and test performance, the outcomes have been relatively similar. This study would aim to understand the relationship between test anxiety and revision study time and to revalidate the relationship between test anxiety and test performance. Also, the study aims to assess the relationship between revision study time and test performance. Finally, to find the combined variance of test anxiety and revision study time against test performance.MethodDesign:The institutional review board (IRB) approved the following research design. The study is a quantitative study using both descriptive and regression for analysis of the data. Data collected were the age, gender, study revision hours, test anxiety inventory score and test score. Test anxiety is the independent variable, academic performance and study hours are the dependentvariables. SPSS 26 was used for the analysis of the data.
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