Role of Academic Stress as Predictor of Test Anxiety among University Students
Abstract
The basic purpose of the present research is to examine the role of academic stress as a predictor of test anxiety among university students. Correlational research design was used among various types of Quantitative research designs. Convenience sampling technique was used to approach sample. The sample consisted of 150 university students taken from various universities of Islamabad and Rawalpindi. Academic Stress Scale and Test Anxiety Inventory were used to collect data. Different type of statistics was used to analyze the data. Simple Linear Regression analysis was used to examine the role of academic stress as predictor of test anxiety. Results show that academic stress is the predictor of test anxiety among university students. Moreover, t-test analysis was used and the outcomes indicate that female students experience more academic stress than male students while there is non-significant difference among male and female university students on test anxiety. Non-significant differences were observed among students having 14 years and 16 years of education on academic stress and test anxiety. This study has strong implications in terms of academic stress and test anxiety in Pakistani society. It is recommended to initiate consultation seminars and workshops to create awareness and control academic stress to reduce test anxiety among students.
Keywords: Academic Stress, Test Anxiety, University Students
References
Abulghani, H. M., Alkanhal, A. A., Mahmoud, E. S., Ponnamperuma, G. G., & Alfaris, E. A. (2011). Stress and Its Effects on Medical Students: A Cross-Sectional Study at a College Of Medicine in Saudi Arabia. Journal of Health, Population and Nutrition, 29(5), 516–522.
American College Health Association. (2006). National College Health Assessment. Reference Group Data Report (Abridged). Journal of American College Health, 56(5), 469-479.
Auerbach, S. M., & Gramling, S. E. (1998). Stress management: psychological foundations. New Jersey Prentice Hall.
Euma, K., & Ricea, K.G. (2011). Test anxiety, perfectionism, goal orientation, and academic performance. Anxiety Stress Coping, 24(2), 167–178.
Farooqi, Y. N. & Ghani, R. (2012). Gender Differences in Test Anxiety and Academic Performance of Medical Students. International Journal of Psychology and Behavioral Sciences, 2(2), 38-43.
Harpell, J. V. & Andrews, J. W. (2013). Relationship between School Based Stress and Test Anxiety. International Journal of Psychological Studies, 5(2), 74-82.
Hashmat, S., Hashmat, M., Amanullah, F., & Aziz, S. (2008). Factors Causing Exam Anxiety in Medical Students. Journal of Pakistan Medical Association, 58(4), 167-170.
Heng-Tsung, D.H., & Shao-Ting, A.H. (2013). Comparing the effects of test anxiety on independent and integrated speaking test performance. TESOL Q, 47(2), 244–269.
Khalid, R. & Hasan, S. S. (2009). Test Anxiety in High and Low Achievers. Pakistan Journal of Psychological Research, 24(2), 97.
Kohn, J. P. & Frazer, G. H. (1986). An academic stress scale: Identification and rated importance of academic stressors. Psychological Reports, 59, 415-426.
Kumar, G. S., Jain, A., & Hegde, S. (2012). Prevalence of depression and its associated factors using Beck depression inventory among students of a medical college in Karnataka. Indian Journal of Psychiatry, 54(3), 223–226.
Kumaraswamy, N. (2013). Academic Stress, Anxiety and Depression among College Students. International Review of Social Sciences and Humanities, 5(1), 135-143.
Misra, R., McKean, M., West, S., & Russo, T. (2000). College Students’ Academic Stress and its Relation to their Anxiety, Time Management, and Leisure Satisfaction. American Journal of Health Studies Audience, 16(1), 7-15.
Nadeem, T. & Sansgiry, S. S. (2012). Determinants of Academic Performance in University Students. Pakistan Journal of Psychological Research, 27(2), 265- 278.
Quince, T. A., Wood, D. F., Parker, R.A., & Benson, J. (2012). Prevalence persistence of depression among undergraduate medical students: a longitudinal study at one UK medical school. British Medical Journal, 2(4), 1-8.
Sidana, S., Kishore, J., Ghosh, V., Gulati, D., Jiloha, R.C., & Anand, T. (2012). Prevalence of depression in students of a medical college in New Delhi: a cross-sectional study. Australian Medical Journal, 5(5), 247-250.
Spielberger, Gonzalez, H. P., Taylor, C. G, Anoton, W. D., Algaze, B., Ross, G. K. & Westberry, L. G. (1980). Test Anxiety Inventory. Palo Alto, CA: Consulting Psychologists Press.
Struthers, C. W., Perry, R. P., & Menec, V. H. (2000). An Examination of the Relationship among Academic Stress, Coping, Motivation, and Performance in College Source. Research in Higher Education, 41(2), 581-592.
Sultan, S. (2012). Students' Perceived Competence Affecting Level of Anxiety in Learning English as a Foreign Language. Pakistan Journal of Psychological Research, 27(2), 225-239.
Wang, J. & Ding, X. (2003). A Study on the Influential Factors on Anxiety of Secondary School Students. Chinese Journal of Clinical Psychology, 11(3), 164–166.
Xiao, J. (2013). Academic Stress, Test Anxiety and Performance in Chinese High School Sample: the Moderating Effect of Coping Strategies and Perceived Social Support (Unpublished Dissertation) Georgia State University
Zhao, J., Xu, J. & Xie, Y. (2006). Research on College and University Students’ Self-Reported Health Problems. Chinese Journal of Behavioral Medical Science, 15(6), 546-548.
IJITL by Department of Education, IIUI is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Based on a work at www.iiu.edu.pk. Permissions beyond the scope of this license may be available at Licensing and Copyright. All articles published by IJITL are licensed under the Creative Commons Attribution 4.0 International License. This permits anyone to copy, redistribute, transmit and adapt the work provided the original work and source is appropriately cited as specified by the Creative Commons Attribution License.The journal allows readers to freely read, download, copy, distribute, print, search, or link to the full texts of its articles and to use them for any other lawful purpose. Once published the copyrights are retained with the Journal.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International
