Relationship among Academic Self Efficacy, Test Anxiety and Academic Achievement of Undergraduate Students

Abstract

The present study aimed to explore the existing relationship between academic self-efficacy, test anxiety and academic scores of college students. For data collection, a scale developed by Owen and Froman named as “College Academic Self-Efficacy Scale” and for measuring test anxiety, Westside Test Anxiety Scale was used. College students who were enrolled in Masters degree program were selected through cluster sampling technique. Statistical data were collected from 197 students of selected programs. Correlation coefficient (Pearson r) for calculating correlation among variables i.e., between academic self-efficacy and test anxiety, academic self-efficacy and academic achievement, test anxiety and academic achievement was applied. Further, inferential statistics like Analysis of Variance (ANOVA) applied for calculating group differences on test anxiety score and self-efficacy score. A significant negative correlation was found between academic self-efficacy and test anxiety. The presents study also yielded a significant difference in academic self-efficacy and test anxiety among high, average and low achievers. In the light of result, it was recommended to increase college students; self-efficacy beliefs by introducing numerous beneficial practices like assigning challenging yet achievable tasks and by appreciating students on their achievements. Building confidence a mong them educating anxiety reduction strategies were also recommended to be practices before, after and at the end of academic sessions.