Abstract
Introduction: Worldwide studies have identified varied correlates associated with test anxiety in school children. Such studies are rare in Sri Lanka. Objective: The present study aimed to explore the association between test anxiety and selected correlates in a group of Sri Lankan school children. Method: All children (n=107) in the 10 th grade in a selected school completed a psychometric test-battery which was a part of a larger study. These included the Ravens Standard Progressive Matrices (assesses intelligence), Westside Test Anxiety Scale (assesses test anxiety), and the Personality Assessment Questionnaire (assesses personality maladjustment). The students also completed a socio-demographic questionnaire. Their previous semester academic averages were obtained from the school administration. The Colombo Medical Faculty Ethics Review Committee approved the study. Results: Personality maladjustment and test anxiety were significantly and positively correlated (Pearson coefficient correlation = 0.438). The students’ previous semester academic scores were also analysed in relation to test anxiety using non-parametric methods. Academic averages showed a significant negative correlation with test anxiety(Spearman coefficient correlations = -0.234) and a significant positive correlation with intelligence (Spearman correlation coefficient = 0.537). The results also showed that the mean scores of test anxiety were significantly higher (p Conclusions : The study indicates that increased personality maladjustment and female gender are associated with test anxiety. It also shows that increased test anxiety is associated with decreased academic performance. (Key words: Test anxiety, examination stress, personality maladjustment, Sri Lankan school children) Sri Lanka Journal of Child Health , 2017; 46 (2): 117-121
Highlights
Worldwide studies have identified varied correlates associated with test anxiety in school children
The results showed that the mean scores of test anxiety were significantly higher (p
The study indicates that increased personality maladjustment and female gender are associated with test anxiety
Summary
Worldwide studies have identified varied correlates associated with test anxiety in school children. The current study aimed to address this gap by exploring selected correlates associated with test anxiety amongst 14-16 year olds These are young people approaching the high-stake examination of Ordinary Level. By exploring these correlates, this study aimed to document potential areas of interventions to help Sri Lankan school students. Providing interventions to manage test anxiety will be most beneficial as this will allow young people to perform at their best at examinations, assist them to internalize and utilize techniques so-learned for future examinations, and reduce the impact of the negative effects of test anxiety on important areas of child development It will lessen the likelihood of students developing a negative bias towards future examinations. The larger this local research base, the more informed one’s decision could be, and policies and programmes could be established based on factual data rather than on findings and assumption from other countries
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