Relationship between students’ achievement scores and scores on test anxiety scale
(Total scale, Worry Scale and Emotional scale)
Aspect N Pearson r Significance
Total scale scores and achievement scores 138 - 0.653* 0.000
Worry scale scores and achievement scores 138 - 0.694* 0.000
Emotional scale scores and achievement scores 138 - 0.663* 0.000
It is evident from table 4 that a strong negative and significant relationship exists between students’ achievement scores and Total scale scores as well as on subscales scores. It is also found that achievements is significantly inversely related to both emotional and worry scales as well. The magnitude of the relationship is slightly higher on worry scale as compared to emotionality scale and total score. The range of relationship of each scale is more than 65% which is quite strong in magnitude. This stronger relationship encouraged to further analysis to explore the possibility of test anxiety as a predictor of students’ achievement. Therefore, a
Regression analysis was run to explore the cause- effect relationship between achievement scores and test anxiety scale scores. The result is given in table 5.
Relationship between Test Anxiety and Academic Achievement
Regression analysis
Model β t-value Significance Model R square
Total anxiety scale scores -0.251 -0.6.700 0.000
Worry scale scores -0.697 -0 4.160 0.000 0.535
Emotional scale scores -0.140 -0.890 0.374
Table 5 shows that 53% of variance is explained by the regression model which shows that test anxiety affects students’ achievement. It is further evident from the table that the worry scales scores are the major contributor with respect to the difference in students’ achievement scores.
Table 6
Effect of gender on sub-scales of test anxiety
Multivariate Results
Test
Value