Exploring the Relationship between Test Anxiety and Academic Achievement among Female Nursing Students at Zagazig University (original) (raw)
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Health, 2014
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Relationship between Test Anxiety and Academic Achievement among Undergraduate Nursing Students
2016
Introduction: Anxiety is a common phenomenon that constitutes a universal cause of poor academic performance among students worldwide. It is a kind of self preoccupation which is manifested as selfminimization and results in negative cognitive evaluation, lack of concentration, unfavorable physiological reactions and academic failure. Test anxiety and its dimensions became one of the broadest research areas in recent years. Compared to other students, most of the nursing students experience high levels of test anxiety during final exam even though their marks are good throughout the semester. Objective: The aim of this study was to explore the relationship between test anxiety and academic achievement among undergraduate nursing students. Methods : A descriptive correlation, cross sectional research design was utilized to conduct the current study on a convenience sample of 277 undergraduate nursing students from all academic levels at College of Nursing, King Saud bin Abdul-Aziz Un...
Test anxiety and academic performance: A correlational study among nursing college students
The Journal of Palembang Nursing Studies
Background: Test anxiety is defined as an individual’s response to stimuli associated with their experiences in testing or evaluative situations. Objective: This study aims to investigate the relationship between test anxiety and the academic performance of nursing college students. Methods: We conducted a descriptive correlational study, selecting a sample of 98 nursing students through convenient sampling at a selected nursing college in Kerala, India. Data were collected using various tools, including a background variable proforma, a proforma for evaluating the academic achievement of nursing students, and the Westside Test Anxiety Scale. Results: Our findings revealed a statistically significant negative correlation (r=-0.4) between test anxiety and academic performance (p<0.05). This suggests that reducing test anxiety can lead to an improvement in academic performance. Conclusions: There is a need to plan psychological interventions aimed at reducing test anxiety and enha...
Pakistan Journal of Health Sciences
Globally, around one in every three medical students suffer from anxiety. Test anxiety is a physical, mental and emotional reaction to threat of failure in exams and consists of worry and perception as components and it may lead to poor academic performance. Objective: To assess the level of test anxiety and its correlation with academic performance among undergraduate students. Methods: This cross-sectional analytical study was conducted from 1st September to 15th December, 2022 with purposive sampling technique to collect the data from the undergraduate students at Sohail University, Karachi. Westside Test Anxiety Scale questionnaire was used. Data were analyzed by using SPSS version 22.0. Descriptive statistics, Mann Whitney and Spearman’s correlation were measured. Results: 44% of the participants were male, 94% were single, 50% were nursing students and 57.5% were 1st and 2nd year undergraduate students. Majority of the respondents (70.5%) were suffering from high to extremely ...
Test Anxiety in Pre-Exam Period and Success of Nursing Students
Serbian Journal of Experimental and Clinical Research
The aim of this study was to examine the presence of preexam anxiety in nursing students and establish relationship of pre-exam anxiety intensity in relation to the category variables (gender, age, place of birth, current place of residence, with whom they live, whether they are employed, the average family income, year of study), objective success (i.e., pass rate at exams, the average score at the end of year, possible renewal of the year of study) and the subjective perception of academic success (i.e., self-satisfaction as a student as well as the importance of ratings obtained at the exam). The sample was random and consisted of the students of High Medical College of Professional Studies in Belgrade at the Department of vocational nurse. 209 students were tested, evenly distributed on the second and third year of study. Pre-examination anxiety among students was examined using a questionnaire The Test Anxiety Inventory – TAI (Test Anxiety Inventory), which includes subscales: ...
The Occurrence of Test Anxiety in Student Nurses in Selected Nursing Schools in Ghana
American Journal of Applied Psychology, 2014
This paper examined the occurrence of test anxiety among student nurses in selected Nursing Schools in Ghana. A total of one hundred and sixty four student nurses (N= 164) were drawn from five Nursing Training Schools in Ghana using stratified sampling technique. The Westside Test Anxiety Scale was administered to students from the various schools who came to Pantang Psychiatric Hospital for affiliation. Results were analysed using the independent t test and ANOVA. The findings of the study revealed that there was no significant difference in test anxiety among the various ages of the students. Secondly, there was no significant difference in anxiety scores among males and females. Thirdly, there was no significant difference in test anxiety between Christians and Muslims. There was also a significant difference in test anxiety levels among the various types of training with Health Assistant Clinical (HAC) students reporting higher test anxiety compared to both Registered General Nursing (RGN) and Midwifery students. The final finding was that there was a significant difference in reported test anxiety levels among students from the various schools with those from private institutions reporting significantly higher levels. It was recommended that the various HAC schools should organised training programmes for students on how to prepare and take exams and tests successfully.
Test anxiety seems like a benign problem to some people, but it can be potentially serious when it leads to high levels of distress and academic failure. The aim of this study is to define the correlation among high school senior students' test anxiety, academic performance (GPA) and points of university entrance exam (UEE). The study group of the research was composed of 194 high school senior students in Turkey. To specify students' test anxiety, " Test Anxiety Inventory " developed by Spielberge et al. and adopted into Turkish by Oner was used. The data on students' UEE points and GPA were obtained from school administration. In the result of pearson correlation analysis, it was found significant reverse correlation between students' test anxiety and points of UEE. It was also seen significant positive correlation between students' GPA and scores of UEE. Besides, in the analysis done according to gender, the result showed that although there was a significant reverse correlation between female students' test anxiety and points of UEE, it was seen a significant positive correlation between their points of UEE and their GPA. According to data analysis done for male students, significant positive correlation between male students' GPA and points of UEE occured. Following t-test results, it was found significant difference in test anxiety and GPA in favor of female students and in points of UEE in favor of male students. These findings extend the previous studies carried out on test anxiety and its reflections and encourage further studies.
Abstract: This study aimed to assess the knowledge and attitudes of nursing students regarding anxiety related to examination. Research methods: Descriptive cross-sectional study, which included 81 nursing students (male and female) in level five, six, seven, and eight who are studying at a private university in Jordan, the respondents were selected according to the criteria of inclusion and exclusion, a survey-questionnaire was developed and it was used as instrument for data collection. The questionnaire includes the demographic data and the students’ knowledge and attitudes on examination anxiety followed by analysis of data. Results: The results showed that among the total number of students who participated in the study, majority are female (75.3%), most of their age were between 20 – 22 years old which represented (90.1%) and also majority of respondents know the definition of anxiety which represented (70.4%). Conclusion: This study concluded that nursing students have good knowledge regarding anxiety which represented (65.7%) this study concluded that nursing students have a positive attitude with regard to anxiety on examination which represented (74%). In addition, it was found out that some students have anxiety during examination which represented (8.7%), while other have some signs of anxiety on examination that was represented (75.3%), and 16% of the other respondents have not experienced anxiety during examination.
Anxiety and Academic Achievement among Female Nursing Students
2016
Anxiety is prevalent problems in colleges across the country. It is estimated that by the year 2020, anxiety will be the second most common cause of disability worldwide. Environmental and social circumstances play a major role in the onset of stress-related diseases. Developing countries share the heavy burden of social and economic challenges.Aim of the study. The aims of this study were to examine of anxiety and academic achievement among a group of Nursing Students in Saudi Arabia.This study was conducted at College of Health Sciences, Yanbu Campus, Taibah University, and College of Nursing, King Faisal University, Saudi Arabia
Background: Nowadays, since a hard educational competition can be seen among students, exam anxiety is increasing. Anxiety causes concentration deviation, so that data processing will decrease. Also previous studies have shown pessimistic thoughts make the students to expect failure, so that the student can not concentrate on the exam, and as a result he will not get a positive result. Objective: To determine the level of students’ exam anxiety in Fatemeh (P.B.U.H) College of Nursing and Midwifery. Methods: This analytic descriptive study was done on 317 students educating in Fatemeh College of Nursing and Midwifery. A questionnaire consisting of 24 background questions and Spilberger’s anxiety test with 32 questions were used to gather the data. These questionnaires were given to the students in the exam salon before the final exam. Measures of central tendency, dispersion index, t-test and one way ANOVA were used to analyze the data. Results: The findings showed that 90.9% of the students had anxiety in low level, 6.4% had in medium level and 1.7% had a high level anxiety. The mean ( ± standard deviation) of exam anxiety of the students was 25.76% (±16.59). The mean (±standard deviation) of exam anxiety among the nursing students was 25.2 (±16.45) and among the midwifery students, it was 26.78 (±16.9), but no significant difference was found between exam anxiety in terms of major (P>0.05). A significant difference was observed in anxiety level, in terms of sex, marital status, parent’s education and the number of siblings. Conclusion: Using consultation strategies and making a friendly intervention between students and teachers is recommended for the students with high level of test anxiety to identify the problems and try to solve them. To relieve anxiety, consultation interventions by specialists, relaxation, using comics and jokes in exams will be helpful. Keywords: nursing student, midwifery student, test anxiety, evaluation,