STRUCTURAL EQUATION MODELING OF STUDENTS’ ACADEMIC SELF-EFFICACY ON TEST ANXIETY IN ONITSHA NORTH LOCAL GOVERNMENT AREA OF ANAMBRA STATE

Prof. Amaechi Comfort Ifeakor, Goodluck Erutujiro

Abstract


Test anxiety is a significant barrier to learning and performance among students during evaluation. Therefore, knowing the factors that can predict test anxiety would help in the prevention of this negative experience. This study focuses on structural equation modeling of students' academic self-efficacy on test anxiety in secondary schools in Onitsha North Local Government of Anambra State. Three research questions and one hypothesis guided the study. The data for the study was collected from two hundred and fifty secondary school students (150 females and 100 males) using random sampling techniques. Two instruments were adopted and used in the study-Gaumer and Noonman academic self-efficacy scale and Westerside test anxiety scale. Pooled CFA was performed for the two construct, the fitness indexes were computed for the overall constructs. The modified Pooled CFA constructs has a ChiSq/df value of 1.837 less than 5.0, therefore the Parsimonious fit was achieved. The TLI, CFI, AGFI and GFI values 0.900, 0.922, 0.916 and 0.945 are higher than 0.9 and RMSEA value 0.058 is less than 0.08. The structural equation model fit was assessed using a variety of indicators and tests indicating a good fit. The TLI, CFI and IFI values of 0.938 0.952 and 0.954 obtained are respectively consistent in suggesting that the hypothesized model represented an adequate fit to the data (values above 0.90 being indicative of good fit). Similarly, the proposed model has a value of 0.046 for its Root Mean Square Error of the Approximation (RMSEA) (which should be less than 0.08), implying that the model has acceptable fit indices. The ratio of Chi-square to degrees of freedom is 1.523 within the recommended fit of less than 5. The results of the study also indicated that academic self-efficacy has no significant effect on test anxiety. The researchers recommended among others that  teachers should attend workshops on how to control test anxiety during examination.

Keywords


Test anxiety, Academic self-efficacy and Structural equation modeling with Amos Statistical Technique.

Full Text:

PDF

References


Akbary-boorang M. & Aminyazdi A. (2009). Test-anxiety and self-efficacy. Horizon of Medical Sciences Journal, 2 (15), 70—7.

Akbary-boorang M. & Aminyazdi A. (2009). Test-Anxiety and self-efficacy. Horizon of Medical Sciences Journal. 2 (15), 70–7.

Amiri-Majd M. & Shahmoradi A. (2008). Effects of cognitive behavioral therapy in reducing anxiety. Journal of Behavioural Science, 7 (3), 53-64.

Asadullapoor, A. Fati, L. & Gharaee, B. (2010) Metacognitive anxiety and the immediate and delayed judgment of learning. Journal Psychiatric Clinic Psychology. 16 (4), 412-19.

Asadullapoor, A. Fati, L. & Gharaee, B. (2010) Metacognitive anxiety and the immediate and delayed judgment of learning. Journal Psychiat Clinic Psychol. 16 (4), 412–419.

Bandura, A. (2001). Social cognitive theory. Annual agentive perspective. Annual Review of Psychology, 52, 1-26.

Barrows, J., Dunn, S. & Lloyd, C. (2013) Anxiety, self-efficacy, and college exam grades. Universal Journal of Educational Research, 1(3): 204-208.

Boekaerts, M., & Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18, 199-210. http://dx.doi.org/10.1007/sl0648-006-9013-4.

Bonaccio, S., & Reeve, C. L. (2010). The nature and relative importance of students' perceptions of the sources of test anxiety. Journal of Learning and Individual Differences, 20, 617-625.

Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15, 1-40. http://dx.doi.Org/10.1023/A:1021302408382.

Bryne, B. M. (2009). Structural equation modelling with Amos. Basic concepts, applications and programming. New York: Routledge.

Cayubit, R.N. (2007).Self-efficacy, test anxiety, and academic success. Journal of Educational Research, 6(4), 78-89.

Coon, D. & Mitterer, J. (2009). Psychology of Test anxiety. Journey of Cengage Learning. 28(3), 48-53.

Ferreira C, Almondes K, Braga L, Mata A, Lemos C & Maia E. (2009). Evaluation of trait and state anxiety in first year students. Cien Saude Colet. 14 (3):973-81.

Gaumer, A.S. &: Xoonan, P.M. (2018). Self-efficacy formative questionnaire in the skills mat matter. Thousand Oaks, CA: Corwin.

Honicke, T., & Broadbent, J. (2016). The relation of academic self-efficacy to university student academic performance: A systematic review. Educational Research Review, 17, 63-84.http://dx.doi.org/10.1016/j.edurev.2015.11.002.

Hoyle. R. H. (2012). Handbook of structural equation modeling . New York: The Guilford Press.

Joreskog, K.G., Sorbom, D. (1993).LISREL 8: Structural Equation Modeling with the SIMPLIS Command Language. SSI, Chicago.

Khosravi, M. & Bigdeli, I. (2008). The relationship between personality factors and test anxiety among university students. Journal of Behavioral Sciences. 2 (1), 13–24.

Kline, R. (2011). Principles and practice of structural equation modeling (3rd Ed.). New York: Guilford.

Lowe, P. A. &Ang, R. P. (2012). Cross-cultural examination of test anxiety among US and Singapore students on the test anxiety scale for elementary students . Educational Psychology, 32(1), 107-126.

Mowbray, T. (2012). Working memory, test anxiety, and effective interventions: A review. The Australian Educational and Developmental Psychologist, 29(2), 141-156.

Mu-Hsuan C. (2018). Predicting self-efficacy in test preparation: Gender, value, anxiety, test performance, and strategies. The Journal of Educational Research, 4(6), 61-71.

Onitsha North Local Education Authority (2019). Students bio-data report. Unpublished

Porto, A. (2013). Definitions and classification of NANDA nursing diagnoses. NANDA International. 68 (4), 603-609.

Roick, J & Ringeisen, T. (2017). Self-efficacy, test anxiety, and academic success: A longitudinal validation. International Journal of Educational Research ,83, 84-93.

Rosen, A.; Glennie, J. & Bozick, N. (2010) Noncognitive skills in the classroom: New perspectives on educational research. RTI Press USA.

Schumacker, R. E & Lomax, R.G.(2004). A beginner's guide to structural equation modelling. New Jersey: Lawrence Erlbaum Associates.

Turgut (2013). Academic self-efficacy beliefs of undergraduate mathematics education students. Acta Didactica Napocensia,6, (1).67-80.

Williams, L. J., Vandenberg, R. J. & Edwards, J. R.(2009).Twelve structural equation modeling in management research: A guide for improved analysis. The Academy of Management Annals, 3(1),543 —604.

Zahrakar, K., (2008). Stress Consultant. Tehran: Bal University Publication, 1sted. (chapter1).


Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Prof. Amaechi Comfort Ifeakor, Goodluck Erutujiro

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.


 

 

 

 

 

 

 

 

 ISSN (Print): 2682-5201  

 

 

   

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.