The Relationship between Primary School Childrens’ Test Anxiety and Academic Performance

Abstract

The purpose of this study consisted in the analysis of possible correlations between test anxiety and academic performance in primary school and gender differences in test anxiety and academic performance levels. The research was conducted on a sample of 40 students, aged 11. Data was collected using the CTAS Test Anxiety Inventory (Cassady & Johnson, 2001) and the reported average grade for each student's performance in previous school semester. Results highlight a statistically significant negative correlation between test anxiety and academic performance and statistically insignificant Student T Tests for both gender differences in anxiety levels or in academic performance.