Gender Differences in Scores on Test Anxiety and Academic Achievement among South African University Graduate Students

Mwamwenda, Tuntufye S.

doi:10.1177/008124639402400409

Cited by 15 publications

(11 citation statements)

References 11 publications

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“…This result is in consonance with the findings of Cassady and Johnson (2002), Mwamwenda (1994), Olatoye and Afuwape (2003), Razor and Razor (1998), and Zeidner (1998) which reveal that female students experienced higher test anxiety than their male counterparts. That females reported higher level of CBT anxiety than their male counterparts is not surprising, because females seem to be more emotional, have less self-control, and often perceive evaluative situations as more threatening than their male counterparts (Akanbi, 2013).…”

Section: Discussionsupporting

confidence: 90%

“…For instance, while Akanbi (2013), Falaye (2010), Mwamwenda (1993, Olatoye (2007), and Onyeizugbo (2010) reported non-significant gender differences in test anxiety, Cassady and Johnson (2002), Mwamwenda (1994), Olatoye and Afuwape (2003), Razor andRazor (1998), andZeidner (1998) reported that female students consistently showed high test anxiety than male students. Going by the mixed and inconclusive results on gender differences in test anxiety and dearth of empirical studies on gender and CBT anxiety in Nigeria, there is a need to further investigate gender differences in CBT anxiety.…”

Section: Introductionmentioning

confidence: 99%

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Role of computer self-efficacy and gender in computer-based test anxiety among undergraduates in Nigeria

Balogun¹,

Adebayo²

2016

Psychol. Thought

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This study examined the role of computer self-efficacy and gender in computer-based test (CBT) anxiety among a sample of Nigerian undergraduates. A cross-sectional survey design was adopted. Using a purposive sampling technique, 241 undergraduates (110 males and 131 females) were selected from a public university in Ondo State, Nigeria. Their ages ranged from 17 to 29 years with a Mean of 23.10 (SD = 5.10). Standardized questionnaires were used for data collection. Two hypotheses were tested using simple linear regression and independent t-test. The results showed that undergraduates who had higher level of computer self-efficacy were less likely to experience CBT anxiety (β = -.41; p < .01). Female undergraduates (M = 65.74) reported higher level of CBT anxiety than their male counterparts (M = 52.43). Therefore, to reduce computer-based test anxiety among undergraduates, we suggest that university managements should organize psychological training that would help enhance undergraduates (especially female undergraduates) computer self-efficacy.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Role of computer self-efficacy and gender in computer-based test anxiety among undergraduates in Nigeria

Balogun¹,

Adebayo²

2016

Psychol. Thought

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“…Even the faculty members need to be trained to understand these factors and help the students in better academic performance. Mwamwenda (1994) in his study found that highly test-anxious students performed poorly regardless of the amount of exam preparation. Other Researchers have also established that people with high levels of anxiety are associated with low academic achievement (Idaka, Egbona, & Bassey, 2011;Rana & Mahmood, 2010;Yousefi, Talib, Mansor, Juhari, & Redzuan, 2010;Zeidner & Safir, 2001;Williams, 1996).…”

mentioning

confidence: 96%

Anxiety, Optimism and Academic Achievement among Students of Private Medical and Engineering Colleges: A Comparative Study

Singh¹,

Jha²

2013

JEDP

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Courses related to medical and engineering fields are quite extensive and demanding, which often lead to stress and anxiety among students. As optimism was hypothesized to reduce anxiety and enhance academic achievement, the purpose of the current study was to assess the level of anxiety and its relation with optimism and academic achievement among medical and engineering students. Since these two courses differ in many aspects and the gender roles in the society are changing, the secondary objective of the study was to find differences in anxiety, optimism and academic achievement across genders and academic majors. A total of 346 students (171 medical and 175 engineering) from 3 medical and 4 engineering colleges of Uttar Pradesh, India participated in the study. Academic results of the latest two semesters were considered as academic achievement of the students, whereas anxiety and optimism were tested using Sinha's Comprehensive Anxiety Test (SCAT, 2007), and Learned Optimism Scale (LOS, 2000) respectively. Both measures are constructed and standardized on Indian students. Results revealed that anxiety had a significant negative relationship with optimism and academic achievement, whereas a significant positive relationship was found between optimism and academic achievement. Significant differences were revealed between medical and engineering students, but the gender differences in the variables under study were insignificant. The results of this study provide insights for faculty members and institutions for better academic performance of the students.

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“…In this way researchers reported students that educated purifying, comprehension and the understanding of cognition aspects have less test anxiety than to groups that watched film about test anxiety and the group that had studied the reports to this syndrome [19]. And also in a research that did by [20] resulted that if students have skull duggery paper in test session their test anxiety decrease significant.…”

Section: Introductionmentioning

confidence: 96%

Study of Test Anxiety of Freshmen Engineering Boys and Girls Students and their Academic Performance in Science & Humanities Subjects

Reddy¹,

Reddy²,

Reddy³

2016

TMLAI

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The main aim of this learning was the effect of teaching of self-regulation on test anxiety; college achievement and met cognition in boy students, The Society under study include all boy and girl students of MLRIT. From this society 154 persons were randomly selected as sample that include experiment and control groups and 110 persons were selected for comparative analyzes. Measurement tools was Testanxiety inventory that encountered of reliability and validity. Plan of research was kind of pre-test and post-test with manage group. After of pre-test, experimental groups four week, every week, two sessions and every session, an hour to share in education class of self-regulation. After of end experimental to accomplish post test with two groups. The results of T-test show that there are significant difference between test anxiety in pre-test and post-test. Also we can see differenced levels of test anxiety between this student (22.4=low, 56.8=medium 18.4=high, 18.6 tremendous). Mean scores of test anxiety among students whose parents have academic education is higher than whom their parents don't have academic education that show parents with academic education have more stringent whereas, results of t-test show that there are no significant differences between parents with academic education and no academic education also There are no significant different in mother profession and there are significant difference between boys and girls test anxiety (t=-4.76, p<0.00). With comparison Mean of two groups discover that girls encounter higher test anxiety. Results of meta cognition analyzes show that Mean scores in post-test are higher than pre-test however analyze with t-test method show that there are not significant difference between experimental and control groups in post-test of global reading, problem-solving, support research strategies and total score. results of academic achievement analyzes show that mean scores of courses increase in post-test that show self-regulation is useful in practicable and reading courses. With comparison Mean scores in foreign language books discover that pre-test are almost similar to post-test. Besides analyze with t-test methods show that there are significant difference between experimental and control groups in English, physics, chemistry and mathematics courses (p<0.05) however there are no significant difference in mathematical methods, drawing, English and Hindi courses.

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Gender Differences in Scores on Test Anxiety and Academic Achievement among South African University Graduate Students

Cited by 15 publications

References 11 publications

Role of computer self-efficacy and gender in computer-based test anxiety among undergraduates in Nigeria

Role of computer self-efficacy and gender in computer-based test anxiety among undergraduates in Nigeria

Anxiety, Optimism and Academic Achievement among Students of Private Medical and Engineering Colleges: A Comparative Study

Study of Test Anxiety of Freshmen Engineering Boys and Girls Students and their Academic Performance in Science & Humanities Subjects

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