Test anxiety and academic performance among undergraduates: the moderating role of achievement motivation
Span. j. psychol
; 20: e14.1-e14.8, 2017. tab
Article
in English
| IBECS
| ID: ibc-160557
Responsible library:
ES1.1
Localization: BNCS
ABSTRACT
This study investigated the moderating role of achievement motivation in the relationship between test anxiety and academic performance. Three hundred and ninety three participants (192 males and 201 females) selected from a public university in Ondo State, Nigeria using a purposive sampling technique, participated in the study. They responded to measures of test anxiety and achievement motivation. Three hypotheses were tested using moderated hierarchical multiple regression analysis. Results showed that test anxiety had a negative impact on academic performance (β = -.23; p < .05). Achievement motivation had a positive impact on academic performance (β = .38; p < .05). Also, achievement motivation significantly moderated the relationship between test anxiety and academic performance (β = .10; p < .01). These findings suggest that university management should design appropriate psycho-educational interventions that would enhance students achievement motivation (AU)
RESUMEN
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Collection:
National databases
/
Spain
Database:
IBECS
Main subject:
Anxiety
/
Anxiety Disorders
/
Students
/
Hypothesis-Testing
/
Learning
/
Motivation
Type of study:
Diagnostic study
Limits:
Adolescent
/
Child
/
Female
/
Humans
/
Male
Country/Region as subject:
Africa
Language:
English
Journal:
Span. j. psychol
Year:
2017
Document type:
Article
Institution/Affiliation country:
Adekunle Ajasin University/Nigeria
/
Federal Neuropsychiatric Hospital/Nigeria
/
University of Ibadan/Nigeria