[Anxiety test and some correlated socio-demographic factors in high school students in Shiraz]

ABSTRACT

Good performance in academic tests plays a major role in the student's further academic and occupational achievements. In students who experience excessive amounts of anxiety while sitting for a quiz or test, lower academic grades may be achieved as a result of and impaired information processing. This study examined the relationship between anxiety test [AT] and some socio-demographic factors in high school students in Shiraz. This was a cross-sectional descriptive study. The sample consisted of 512 high school students in Shiraz, Iran. Participants were students from both sexes and from all kinds of high schools [named Governmental, private, and specialized high schools for the exceptionally talented students]. The instruments used for data collection were Spielberger's Test Anxiety Inventory [STAI] and a demographic questionnaire. Data were analyzed by SPSS11 software, using ANOVA, paired t, and Pearson's correlation tests. The STAI mean scores showed significant correlations with the districts of education organization to which the school belonged, the populated status of the classroom and the attitude of parents and school authorities toward academic failure [P < 0.05]. There was found no significant correlation between TA and the parent's age, their conjugal relationships and the frequency of school visits by them. The Findings demonstrated the adverse effects of AT on the student's academic performance. Identifying the bio-socio-demographic correlates of AT may help to plan more specific interventions for reducing AT in students