Abstract
The study aimed at exploring the relationship of Academic self-concept and Test Anxiety of students and to find out the differences in these two variables with respect to some selected categorical variables. The objectives included (i) to find out the differences in Test anxiety and Academic Self-concept with respect to gender, stream of study and academic self-appraisal; and (2) to find out the relationship between Test anxiety and Academic Self-concept. For this purpose, 200 students studying various streams from a university were selected through stratified random sampling keeping gender and stream of study as strata. Academic Self Concept Scale by Liu, Wang &Parkins (2005) and Fried-Ben Test anxiety Scale (FTAS) by Friedman &Bendas Jacob (1997) were utilized to collect data. The data analysis revealed significant differences in test anxiety and academic self-concept of students with respect to their gender, course of study and academic self-appraisal. Also, significant inverse correlation was found between test anxiety and academic self-concept. Thus the study aligned with the existing literature. Implications and suggestions are posed as how the findings can be utilized for school consultation and in which direction the further research can be executed.
Highlights
Additional inference from the mean and matching standard deviation scores, female students accounted for high proneness in test anxiety than male students it can be stated that test anxiety of students as a variable, has significant difference with respect to their gender
Previous researches in the field of school psychology specified the importance of exploring the test anxiety of students with various psychological and demographic variables noteworthy for their academic settings especially with those facilitate their academic performance and equip them to deal with test anxiety
In order to verify the differences in the sample, demographic variables viz. gender, course of study and academic self-appraisal were included
Summary
1. To study the differences in test anxiety and academic self-concept of students on the basis of their gender. 2. To study the differences in test anxiety and academic self-concept of students on the basis of their course of study. 3. To study the differences in test anxiety and academic self-concept basis of their academic self-appraisal. 4. To study the relationship between test anxiety and academic self-concept of students. There is a significant difference in the dimensions of test anxiety of students with respect to their gender
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