Factors Influencing Test Anxiety Among University Students

Abstract

Worldwide research studies show that anxiety disorders are rising among students. The main goal of this study is to identify the differences in test anxiety among Bachelor and Master level students at the Department of Psychology, University of Prishtina, by identifying the most common factors influencing their test anxiety changes. The first research question aims to examine differences in test anxiety across levels of study, while the second research question aims to identify the most influential factors which impact the reduction or increase of test anxiety level on the above mentioned students. Using the quantitative method, the Test Anxiety Scale Questionnaire (Nist & Diehl, 1990) was used to measure the level at which students experience test anxiety. The measuring instrument consists of an online survey distributed to a sample of (N=59) students. According to the study results, undergraduate students reported significantly higher levels of test anxiety compared to graduate students. Regarding anxiety reduction factors, Masters students reported higher levels of confidence, study skills, receiving good grades, and prior information gained compared to undergraduate students. With regard to anxiety increasing factors, Bachelor level students tended to cite lack of preparation, fear of failing, family responsibilities, characteristics of the professor and exam, lack of time management skills, and lack of study skills as factors related to test anxiety as compared to Masters students.

<p>The effect of study preparation on test anxiety and performance: a quasi-experimental study</p>

“…Based on the results of Duraku’s study, learners at bachelor’s level mentioned lack of preparation, weaknesses in time management, and deficiency in reading skills as factors associated with test anxiety 48. As the results of this study showed, the above-mentioned issues were generally eliminated by active learning and regular evaluation.…”

Ansiedad al aprendizaje en línea: relación con actitud, género, entorno y salud mental en universitarios

“…El perfil de alumno ansioso se caracteriza por una propensión evitativa de la tarea (Krispenz et al, 2019), el desarrollo continuo de rumiaciones (Constantin et al, 2018) y una tendencia hacia el locus de control externo (Watson, 1967). Otros factores que contribuyen a explicar el aumento de ansiedad académica son la falta de preparación, la mala gestión de los tiempos de estudio y las expectativas familiares (Duraku, 2017). Algunas consideraciones contextuales del clima del aula y las características del docente también pueden, aunque de forma indirecta, influir sobre la ansiedad académica (Downing et al, 2020), por ejemplo, si se usa un lenguaje verbal agresivo (Lin et al, 2017) o si el instructor mantiene un estilo autoritario y rígido de enseñanza (Hilton, 1980).…”

The Correlation among English Learning Anxiety, Speaking and Writing Achievements of Senior High School Students

“…According to Duraku (2017) explained that the causes of English learning anxiety are academic and stress factors. The academic factors defines that the pressure in achieving the appropriate results.…”