Academic self-confidence effects on test anxiety among Nigerian university students

Abstract

The study investigated academic self-confidence effects on test anxiety indicators of performance impairment and intrusive worry. Respondents were 206 Nigerian undergraduate students (mean age = 20.29, SD = 2. 22; female = 43.2%). The students took the Westside Test Anxiety Scale (Driscoll, 2004) and the Academic Self-confidence Scale (Jones, 2001). Data were analysed to predict performance impairment and intrusive worry from academic self-confidence, taking into account students’ year of study and gender. Results suggest that academic self-confidence influenced both performance impairment and intrusive worry dimensions of test anxiety. Students who were high in academic self-confidence reported lower performance impairment or intrusive worry. Also, first year students reported higher intrusive worry than those in second, third, or fourth year of study. High manifestation of academic self-confidence is an asset for coping with test anxiety.