Science Journal of Education

| Peer-Reviewed |

The Relationship Between Test Anxiety and Academic Self - Regulated Learning Among Foundation Students in Iium

Received: 24 March 2016    Accepted:     Published: 25 March 2016
Views:       Downloads:

Share This Article

Abstract

Educational institutions rely on the exams to assess the knowledge level of the students in the various stages of education that allows students to move to a new phase academy and get academic certificate they want. It has become the tests constitute an obstacle in the way of students to realize their dreams of getting a decent job dependent at the academic achievements, especially the final exams because the questions are the comprehensive curriculum. This study can help them to overcome their anxiety during examinations, so that they can perform better and achieve good grades. The current research revealed that most of the students had high level of test anxiety and academic self-regulated. There was no statistically significant difference between male and female in their test anxiety also the result showed that there was a statistically significant difference between male and female in their academic self-regulated Pearson’s regression showed that self - regulated did not predict test anxiety.

DOI 10.11648/j.sjedu.20160402.14
Published in Science Journal of Education (Volume 4, Issue 2, April 2016)
Page(s) 39-45
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Test Anxiety, Academic Self-Regulated Learning, Foundation Students

References
[1] Bembenutty, H., McKeachie, W. J, Karabenick, S. A., & Lin, Y. (1998). The relationship between test anxiety and self-regulation on students ‘motivation and learning. Paper presented at annual meeting of the American psychological society, May 1998.
[2] Cizek, G. J., & Burg, S. S. (2006). Addressing test anxiety in a high-stakes environment. California: Corwin press, A SAGE publications company, Thousand Oaks.
[3] Charlotte Dignath-van Ewijk, & Greetje van, d. W. (2012). What teachers think about self-regulated learning: Investigating teacher beliefs and teacher behavior of enhancing students' self-regulation. Education Research International.
[4] Chin, Cassady, J., & Johnson, R. (2001). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27, 270–295.
[5] Chapell, M. S., Blanding, B., Silverstein, M.E., Takahashi, M, Newman, B., Gubi, A., & McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97, (2) 268–27.
[6] Creswell, J. W. (2008). Educational research: planning, conducting, and evaluating quantitative and qualitative research (3Ed). USA: Pearson Prentice Hall.
[7] Davies, D. (1986). Maximizing examination performance; a psychological approach. New York: Nichols Publishing Company.
[8] Di Maria, F., & Di Nuovo, S. (1990). Gender differences in social and test anxiety. Personality and Individual Differences, 11 (5), 525–530.
[9] Eubank, C. C. (1993). The relationship among test anxiety, academic achievement, and age in associate degree nursing students. ProQuest ILC.
[10] Everson, H. T., Millsap, R. E., & Rodriguez, C. M. (1991). Isolating gender differences in test anxiety: a confirmatory analysis of the test anxiety inventory. Educational and Psychological Measurement, 51 (1), 243–251.
[11] Fiore, A. M. (2003). Gender differences in test anxiety. ProQuest ILC.
[12] Gay, L. R., & Airisian, P. (2000). Educational Research: Competencies for analysis and application (6Ed). Upper Saddle River, NJ: Prentice-Hall International, Inc.
[13] Henrich, D. L., & Spielberger, C. D. (1982). Anxiety and complex learning. In Krohne, H.W. & Laux, L. (Eds). Achievement, stress, and anxiety. USA: Hemisphere Publishing Corporation.
[14] Jabir, M. A. (2009). Test anxiety among African students at the International Islamic University Malaysia. Unpublished master’s thesis, International Islamic University Malaysia, Kuala Lumpur.
[15] Kesici, S., & Erdoğan, A. (2009). Predicting college students ‘mathematics anxiety by motivational beliefs and self-regulated learning strategies. College Student Journal, 43 (2), 631–642.
[16] Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-610.
[17] Liu, S. (2015). Effects of self-perceptions on self-learning among teacher education students. International Education Studies, 8(10), 63-71.
[18] Magno, C. (2011). Validating the Academic Self-Regulated Learning Scale with the Motivated Strategies for Learning Questionnaire (MSLQ) and Learning and Study Strategies Inventory (LASSI). The International Journal of Educational and Psychological Assessment, 7 (2), 56–73.
[19] Meunier, C., & Rule, R. G. (1967). Anxiety, confidence, and conformity. Journal of Personality, 35, 498-504.
[20] Morris, L. W., Davis, M. A., & Hutchings, C. H. (1981) Cognitive and Emotional Components of Anxiety: Literature Review and a Revised Worry-Emotionality Scale. Journal of Educational Psychology, 73 (4), 541-555.
[21] Mousavi, Ms., Haghshenas, H., & Alishahi, M.J. (2008). Effect of gender, school performance and school type on test anxiety among Iranian adolescents. Iranian Red Crescent Medical Journal, 10(1): 4-7.
[22] Mohamed Amil, M. (2000). Self-efficacy and academic performance in Economics in the junior college. M. Ed Thesis. Nanyang Technological University.
[23] Oude, G. B., Sleegers, P. J., & van Veen, K. (2015). Promoting VET teachers' individual and social learning activities: The empowering and purposeful role of transformational leadership, interdependence, and self-efficacy. Empirical Research in Vocational Education and Training, 7(1), 1-20.
[24] Pecoraro, A. (2006). Cognitive behavioral, psychoanalytic, and psychophysiological factors associated with high test anxiety among college students. ProQuestILC.
[25] Pekrun, R., Goetz, T., Titz, W., & Perry, R.P. (2002). Academic emotions in students ‘self-regulated learning and achievement: a program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105.
[26] Putwain, D. W. (2008). Test anxiety and GCSE performance: the effect of gender and socio-economic background. Educational Psychology in Practice, 24 (4), 319–334.
[27] Rana, R. A., & Mahmood, N. (2010). The relationship between test anxiety and academic achievement. Bulletin of Education and Research, 32 (2), 63–74.
[28] Wirth, J., & Leutner, D. (2008). Self-regulated learning as a competence; implications of theoretical models for assessment methods. Journal of Psychology, 216 (2), 102–110.
[29] Zimmerman, B.J. (1986). Becoming a self-regulated learner: which are the key subprocesses? Contemporary Educational Psychology, 11, 307–313.
[30] Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25 (1), 3–17.
[31] Zimmerman, B. J. & Martinez-Pons, M. (1988). Construct validation of a strategy model of students self-regulated learning. Journal of Educational Psychology, 80 (3), 284–290.
[32] Zimmerman, B. J., & Kitsantas, A. (2005). Homework practices and academic achievement: the mediating role of self-efficacy and perceived responsibility beliefs. Contemporary Educational Psychology 30, 397–417.
[33] Razazadeh, M., & Tavakoli, M. (2009). Investigating the Relationship among test anxiety, gender, academic achievement and years of study: acase of Iranian EFL university students. English Language Teaching, 2 (4), 68–74.
[34] Rocklin, T., & Thompson, J. M. (1985). Interactive effects of test anxiety, test difficulty, and feedback. Journal of Educational Psychology, 77 (3), 368-372.
[35] Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26 (3 and 4), 207-231.
[36] Song, Y., Yun, S. Y., Kim, S., Ahn, E., & Jung, M. S. (2015). Role of self-directed learning in communication competence and self-efficacy. Journal of Nursing Education, 54(10), 559-564.
[37] Spruce, R., & Bol, L. (2015). Teacher beliefs, knowledge, and practice of self-regulated learning. Metacognition and Learning, 10(2), 245-277.
[38] Tantrarungroj, P., & Suwannatthachote, P. (2012). Enhancing pre-service teacher's self-efficacy and technological pedagogical content knowledge in designing digital media with self-regulated learning instructional support in online project-based learning. Creative Education, 3, 77-81.
[39] Thobias, S. 1985. Test Anxiety: Interference, defective skills and cognitive capacity. Educational Psychologist, 20 (3), 135-142.
[40] Venzile-Tamsen, C. M. (1998). Factors underlying cognitive strategy use. Paper presented at the annual meeting of the Eastern Educational Research Association (Tampa, FL, February 24–27).
[41] Wang, C., Shannon, D. M., & Ross, M. E. (2013). Students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323.
[42] Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C.
[43] Wittrock (Ed.), Handbook of research on teaching (pp. 3 15-327). New York: Macmillan.
Author Information
  • Department of Educational Psychology, International Islamic University Malaysia, Gombak, Selangor, Malaysia

  • Department of Educational Psychology, International Islamic University Malaysia, Gombak, Selangor, Malaysia

  • Department of Educational Psychology, International Islamic University Malaysia, Gombak, Selangor, Malaysia

Cite This Article
  • APA Style

    Hammood Msayar, Radin Akhmal, Radin Mardhiana. (2016). The Relationship Between Test Anxiety and Academic Self - Regulated Learning Among Foundation Students in Iium. Science Journal of Education, 4(2), 39-45. https://doi.org/10.11648/j.sjedu.20160402.14

    Copy | Download

    ACS Style

    Hammood Msayar; Radin Akhmal; Radin Mardhiana. The Relationship Between Test Anxiety and Academic Self - Regulated Learning Among Foundation Students in Iium. Sci. J. Educ. 2016, 4(2), 39-45. doi: 10.11648/j.sjedu.20160402.14

    Copy | Download

    AMA Style

    Hammood Msayar, Radin Akhmal, Radin Mardhiana. The Relationship Between Test Anxiety and Academic Self - Regulated Learning Among Foundation Students in Iium. Sci J Educ. 2016;4(2):39-45. doi: 10.11648/j.sjedu.20160402.14

    Copy | Download

  • @article{10.11648/j.sjedu.20160402.14,
      author = {Hammood Msayar and Radin Akhmal and Radin Mardhiana},
      title = {The Relationship Between Test Anxiety and Academic Self - Regulated Learning Among Foundation Students in Iium},
      journal = {Science Journal of Education},
      volume = {4},
      number = {2},
      pages = {39-45},
      doi = {10.11648/j.sjedu.20160402.14},
      url = {https://doi.org/10.11648/j.sjedu.20160402.14},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.sjedu.20160402.14},
      abstract = {Educational institutions rely on the exams to assess the knowledge level of the students in the various stages of education that allows students to move to a new phase academy and get academic certificate they want. It has become the tests constitute an obstacle in the way of students to realize their dreams of getting a decent job dependent at the academic achievements, especially the final exams because the questions are the comprehensive curriculum. This study can help them to overcome their anxiety during examinations, so that they can perform better and achieve good grades. The current research revealed that most of the students had high level of test anxiety and academic self-regulated. There was no statistically significant difference between male and female in their test anxiety also the result showed that there was a statistically significant difference between male and female in their academic self-regulated Pearson’s regression showed that self - regulated did not predict test anxiety.},
     year = {2016}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - The Relationship Between Test Anxiety and Academic Self - Regulated Learning Among Foundation Students in Iium
    AU  - Hammood Msayar
    AU  - Radin Akhmal
    AU  - Radin Mardhiana
    Y1  - 2016/03/25
    PY  - 2016
    N1  - https://doi.org/10.11648/j.sjedu.20160402.14
    DO  - 10.11648/j.sjedu.20160402.14
    T2  - Science Journal of Education
    JF  - Science Journal of Education
    JO  - Science Journal of Education
    SP  - 39
    EP  - 45
    PB  - Science Publishing Group
    SN  - 2329-0897
    UR  - https://doi.org/10.11648/j.sjedu.20160402.14
    AB  - Educational institutions rely on the exams to assess the knowledge level of the students in the various stages of education that allows students to move to a new phase academy and get academic certificate they want. It has become the tests constitute an obstacle in the way of students to realize their dreams of getting a decent job dependent at the academic achievements, especially the final exams because the questions are the comprehensive curriculum. This study can help them to overcome their anxiety during examinations, so that they can perform better and achieve good grades. The current research revealed that most of the students had high level of test anxiety and academic self-regulated. There was no statistically significant difference between male and female in their test anxiety also the result showed that there was a statistically significant difference between male and female in their academic self-regulated Pearson’s regression showed that self - regulated did not predict test anxiety.
    VL  - 4
    IS  - 2
    ER  - 

    Copy | Download

  • Sections