Abstract
Discussion:
Children with higher test anxiety were found to have lower academic achievement. Children with higher test anxiety should be assessed and treated in order to increase their academic performance.
Results:
According to the regression analysis, it was found that 3 % of the total variance in academic achievement was explained by worry. Three percent of the variance in test anxiety and worry was explained by academic achievement, separately. Emotionality was not found to be significant in the corelations, thus further statistical analysis was not conducted with this variable.
Method:
The subjects were 137 fourth and fifth grade students. The students were administered the Test Anxiety Inventory. The general cumulative of the previous year was taken as the academic achievement criterion.
Objective:
Anxiety before a test situation is known to effect academic performance negatively. Some studies show that worry and emotionality are the two main factors in test anxiety. Worry is related to negative expectations, anxiety, and the results of achievement, whereas emotionality is related to the physiological features of anxiety. Worry is related to a cease in academic achievement. The aim of this study is to find the relationship between test anxiety and academic achievement in primary school students.
Keywords: Test anxiety, worry, emotionality, academic achievement
