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Test Anxiety and Academic Performance among Undergraduates: The Moderating Role of Achievement Motivation

Published online by Cambridge University Press:  13 February 2017

Anthony Gbenro Balogun ,
Shyngle Kolawole Balogun  and
Chidi Victor Onyencho
Anthony Gbenro Balogun*
Affiliation:
Adekunle Ajasin University (Nigeria)
Shyngle Kolawole Balogun*
Affiliation:
University of Ibadan (Nigeria)
Chidi Victor Onyencho
Affiliation:
Federal Neuropsychiatric Hospital (Nigeria)
*
*Correspondence concerning this article should be addressed to Anthony Gbenro Balogun. Department of Pure & Applied Psychology. Adekunle Ajasin University. P.M.B. 001. Akungba-Akoko Ondo State (Nigeria). Phone: +234–8032960406. E-mail: tonybalogun17@yahoo.com
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Abstract

This study investigated the moderating role of achievement motivation in the relationship between test anxiety and academic performance. Three hundred and ninety three participants (192 males and 201 females) selected from a public university in Ondo State, Nigeria using a purposive sampling technique, participated in the study. They responded to measures of test anxiety and achievement motivation. Three hypotheses were tested using moderated hierarchical multiple regression analysis. Results showed that test anxiety had a negative impact on academic performance (β = –.23; p < .05). Achievement motivation had a positive impact on academic performance (β = .38; p < .05). Also, achievement motivation significantly moderated the relationship between test anxiety and academic performance (β = .10; p < .01). These findings suggest that university management should design appropriate psycho-educational interventions that would enhance students’ achievement motivation.

Keywords

academic performanceachievement motivationNigeriatest anxietyundergraduates
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 20 , 2017 , E14
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2017 

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