The Relationship between Test Anxiety and Academic Performance: The Role of Coping Strategies and Motivation
DOI:
https://doi.org/10.47067/ramss.v8i4.618Keywords:
Test Anxiety, Academic Performance, Coping Strategies, Motivation, Students, Academic Stress, Higher Education, Psychological FactorsAbstract
The present study examined the relationship between test anxiety and academic performance among students, with particular emphasis on the role of coping strategies and motivation. A quantitative cross-sectional research design was adopted to investigate these relationships among students in higher educational institutions. Data were collected from a sample of 245 students using a structured questionnaire that measured test anxiety, coping strategies, motivation, and academic performance. The collected data were analyzed using SPSS, including descriptive statistics, correlation analysis, multiple regression analysis, and ANOVA. The correlation analysis results revealed that test anxiety was negatively correlated with academic performance in a significant negative way (r = -0.42, p < 0.01), meaning that the higher the level of anxiety, the lower the academic performance. Moreover, the regression analysis revealed that coping strategies had a positive significant impact on academic performance (b = 0.48, p < 0.001), whereas test anxiety had the opposite impact (b = -0.36, p < 0.001). Moreover, the outcomes of the ANOVA were used to show the significant impact of motivation on academic performance of students (F = 6.82, p = 0.001), which means that motivated students had higher chances to perform academically better despite the impact of test anxiety. On the whole, the research results indicated that test anxiety has a negative impact on the academic performance of students; however, its negative consequences can be mitigated with the help of effective coping skills and an increased degree of motivation. The paper has indicated the importance of adoption of stress management programs and motivation concepts within learning institutions to enable in the psychological wellbeing and learning performance of the learners.
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