[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590936-105":59,"doc-detail-590936-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","african-educational-research-journal-volume-8-issue-3-august-2020","African Educational Research Journal - Volume 8 - Issue 3 - August 2020","","Anxiety is examined as a form of self-preoccupation linked to self-minimization, negative cognitive evaluation, reduced concentration, unfavorable psychological reactions, and academic failure. The study investigates relationships between test anxiety and academic achievement among secondary school students using a descriptive correlational cross-sectional design. Data from 300 grade-ten students and 8 teachers were analyzed with Pearson correlation, mean, standard deviation, and percentages. Findings show a significant negative relationship between test anxiety and achievement, with a cognitive contribution dominating affective factors, plus higher anxiety reported by female students.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/african-educational-research-journal-volume-8-issue-3-august-2020/590936/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/african-educational-research-journal-volume-8-issue-3-august-2020/590936.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What relationship did the study find between test anxiety and students’ academic achievement?","Question",{"text":112,"@type":113},"The study found a significant negative relationship between test anxiety and students’ achievement scores, indicating that higher test anxiety is associated with lower academic performance.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was test anxiety measured in the research?",{"text":117,"@type":113},"Test anxiety was measured using the Test Anxiety Inventory developed by Spielberger (1980), a four-point Likert scale with 20 items.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the results suggest about cognitive versus affective factors in test anxiety?",{"text":121,"@type":113},"Results showed that a cognitive factor contributes more to test anxiety than affective factors.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590936,1792192981,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","African Educational Research Journal Vol. 8(3), pp. 540-550, August 2020  \nDOI: 10. 30918/AERJ.83.20.097 ISSN: 2354-2160  \nFull Length Research Paper  \nThe relationship between test anxiety and academic achievement of grade ten students of Shirka Woreda, Oromia Regional State, Ethiopia  \nBirhanu Moges Alemu* and Tilahun Feyssa  \nDepartment of Psychology, College of Education and Behavioral Sciences, Arsi University, Ethiopia.  \nAccepted 13 August, 2020  \n\n| ABSTRACT\u003Cbr>Anxiety is a kind of self-preoccupation which is manifested as self-minimization and results in negative cognitive evaluation, lack of concentration, unfavorable psychological reactions and academic failure. The aim of this study was to examine the relationships between test anxiety and academic achievement among secondary school students. A descriptive correlation, cross sectional design was utilized. A stratified sample of 300 grade ten students and 8 teachers were drawn from three secondary schools. Data were collected by using the Test Anxiety Inventory developed by Spielberger (1980), it is a four point Likert scale with 20 items to find out how often participants experience the feeling described in each statement. The students' first semester 2019 academic year average score of 6 subjects were used to measure their academic achievement. Pearson correlation, percentage, the mean and standard deviation were run. It was found that a significant negative relationship exists between test anxiety and students’ achievement scores. Results showed that a cognitive factor contributes more in test anxiety than affective factors. The results of the study were suggested that the female reported significantly higher test anxiety level compared to male students. Therefore, it is concluded that test anxiety is one of the factors which are responsible for students’ underachievement and low performance but it can be managed by appropriate training of students in dealing with factors causing test anxiety. Considering the psychological factors leading to severe test anxiety among secondary school students is highly recommended. Counseling services should be available to nursing students when needed.\u003Cbr>Keywords: Academic achievement, Oromia Reginal State, secondary school, student, test anxiety. |\n| --- |\n| *Corresponding author. E-mail: [abirhanumoges@yahoo.com](abirhanumoges@yahoo.com). |\n\nINTRODUCTION  \nEducation is a fundamental human right to all people irrespective of their sex, race or economic status as it is the key to sustainable social, economic and political development ( McMillan and Schumacher, 2010) . The social and economic development of the country is directly linked with students’ academic achievement. The students’ academic achievement plays an important role in producing the best quality graduates who will become great leader and manpower for the country thus responsible for the country’s economic and social development (Newton, 2015) . In the process of teaching  \nand learning of a subject, it is a need to measure the level of the success of the students’ learning achievement , one of the basic means of measuring students’ academic achievement is testing (Dinga et al. , 2018) . Understanding the status and determinants of academic achievement of students is essential for successful and effective intervention to bring quality education (Muhdin, 2016) .  \nAcademic achievement, which is measured by the examination results, is one of the major mechanisms to measure the academic performance of students.  \nAcademic achievement in every society reflects the educational system’s success in targeting and attention to individual needs (Aloka et al. , 2018) . Research shows that factors and personal factors, social, cultural, economic, political, moral and psychological many academic growths can be effective (Duraku, 2016 ; Oludipe, 2009) . Dinga et al. (2018) argued that schools are established with the aim of imparting knowledge and skills to those who go through","cbCainW8f3WGfd0W","https://ap.wps.com/l/cbCainW8f3WGfd0W","pdf",194805,11,"English","# Introduction\n## Background of academic achievement measurement\n## Role of testing and examinations\n## Concept and effects of test anxiety","[{\"question\":\"What relationship did the study find between test anxiety and students’ academic achievement?\",\"answer\":\"The study found a significant negative relationship between test anxiety and students’ achievement scores, indicating that higher test anxiety is associated with lower academic performance.\"},{\"question\":\"How was test anxiety measured in the research?\",\"answer\":\"Test anxiety was measured using the Test Anxiety Inventory developed by Spielberger (1980), a four-point Likert scale with 20 items.\"},{\"question\":\"What did the results suggest about cognitive versus affective factors in test anxiety?\",\"answer\":\"Results showed that a cognitive factor contributes more to test anxiety than affective factors.\"}]","African Educational Research Journal - Volume 8 - Issue 3 - August 2020 | PDF",1792070762,28]