Recalled test anxiety in relation to achievement, in the context of general academic self-concept, study habits, parental involvement and socio-economic status among Grade 6 Ethiopian students

摘要

The study investigated the predictive nature of test anxiety on achievement in the presence of perceived general academic self-concept, study habits, parental involvement in children's learning and socio-economic status. From a population of 2482 Grade 6 students from seven government primary schools of a sub-city in Addis Ababa, 497 participants were randomly selected, namely 248 boys and 249 girls. The mean age of the participants was 12.98 years. An adapted version of Sarason's Test Anxiety Scale (28 items), plus the General Academic Self-Concept Scale (18 items), and Parental Involvement (10 items), Study Habits (10 items) and Socio-Economic Status (10 items) scales developed by the authors were the instruments of the study. The findings of the study indicated: (a) test anxiety correlated with achievement with a weak correlation of -0.186; and (b) perceived general academic self-concept and study habits were positively and significantly related to achievement. Stepwise multiple regression on achievement resulted in the selection of general academic self-concept, study habits and parental involvement as significant contributors to achievement in that order. Test anxiety was found to be a non-predictor of achievement in the presence of other variables.