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Abstract                 Volume:6  Issue-8  Year-2018          Original Research Articles


Online ISSN : 2347 - 3215
Issues : 12 per year
Publisher : Excellent Publishers
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Test Anxiety: Prevalence and Correlates
Khem Raj Bhatta1*, Shishir Subba1 and Shital Bhandary2
1Central Department of Psychology, Tribhuvan University, Nepal
2Patan Academy of Health Sciences, Nepal
*Corresponding author
Abstract:

Academic success can be measured in various terms and academic grades or Grade Point Average (GPA) obtained in test is important objective measures of it. Though GPA at any level of education is important, school GPA is much important in that it determines career choice as well as human success (Bacon and Bean, 2006). School GPA is determined by various factors and test anxiety is one of the most reported factors. Test anxiety is a type of anxiety that students experience when they encounter test situation. Researchers have established test anxiety as one of the pervasive conditions contributing in academic performance and success. Test anxiety interacts with many other variables like academic achievement motivation, self-efficacy, emotional intelligence and adjustment. Present study was aimed at investigating prevalence and correlates of test anxiety. This study was conducted in 38 students studying in tenth grade at one private and one government owned school of Bhaktapur district, Nepal. Test anxiety inventory developed by Spielberger (1980), Academic Achievement Motivation Test developed by Sharma (2006), Generalized Self Efficacy scale developed by Schwarzer and Jerusalem (1995), Brief Emotional Intelligence Scale developed by Davies, Lane, Devonport and Scott (2010) and Adjustment Inventory for School Students (Sinha and Singh, 2013) were used to measure test anxiety and related constructs. Tests were at first translated in Nepali by following rigorous translation process. Result of the study showed that 76.3% of the students were suffering from some level of test anxiety. Result further showed that private school students had significantly high test anxiety as compared to government school students. Also, test anxiety did not differ significantly with respect to sex, type of family, academic achievement motivation, self-efficacy, emotional intelligence and adjustment.

Keywords: Test anxiety; Adjustment; Self-efficacy; Emotional intelligence; Academic achievement motivation
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How to cite this article:

Khem Raj Bhatta, Shishir Subba and Shital Bhandary. 2018. Test Anxiety: Prevalence and Correlates.Int.J.Curr.Res.Aca.Rev. 6(8): 75-82
doi: https://dx.doi.org/10.20546/ijcrar.2018.608.008