The Effects of Family Income on Test-Anxiety and Academic Achievement among Iranian High School Students

Abstract

The purpose of this paper is to determine the effect of family income on test-anxiety and academic achievement. The paper is based on a study which was carried out among high school students in Iran. The respondents of the study were 400 high school students (200 males and 200 females) in the age range of 15-19 years old. Instrument used for data collection was Test-Anxiety Inventory (TAI). Statistic analysis of ANOVA was employed to identify the significant differences between family income, test-anxiety and academic achievement. The finding shows that family income significantly affected academic achievement [(F (2) = 19.17, p=.000)] and test-anxiety [(F (2) = 3.92, p=.02)]. Thus, it is recommended that in enhancing academic achievement and test-anxiety in school setting, support strategies such as improve the family income among families by government.

Personal and Social Resources Interplay Synergistically to Enhance Academic Motivation

“…Accordingly, amotivation increases in males, in university students as they progress towards higher semesters, in those who belong to higher income families, and those whose previous GPAs tend to be lower. The results are consistent with previous findings reporting declining tendency of academic motivation in males (e.g., Meece et al, 2006), in students from higher semesters (e.g., Ryan & Deci, 2000) and in students belonging to high income families (e.g., Yousefi, Redzuan, Bte, Juhari, & Talib, 2010). Critically, contrary to the reported effects of parent's education on student's motivation (e.g., Acharya, & Joshi, 2009), the current findings do not find support for the association of parent's education either with IM, EM, or amotivation.…”

Dilemma of Basic School Pupils in Northern Ghana with respect to Their Learning Context

“…Again, a positive relationship between family income and academic achievement of high school students was found [27]. Likewise, parental economic status was yet discovered as a significant factor that influences a child's academic performance [28]. This implies that pupils whose parents were poor had poor academic performance as they are unable to create a good learning environment for their wards.…”

“…Another home environmental factor that influences educational performance is income level of the family [25][26][27][28]. For instance, it was discovered that students' academic performance correlates with locality of residence and household income [25].…”

Ansietas Menghadapi Ujian Nasional pada Siswa SMP dan SMA

“…Penghasilan orang tua tidak sepenuhnya berkontribusi dalam masalah ansietas pada tingkat sedang sampai dengan berat karena mayoritas siswa yang memiliki orang tua berpenghasilan yang lebih tinggi mayoritas mengalami ansietas ringan. Pendapatan keluarga memengaruhi motivasi belajar dan proses belajar siswa di sekolah yang berdampak pada tingkat ansietas siswa, sehingga pendapatan keluarga harus cukup agar prestasi akademik meningkat dan ansietas berkurang (Yousefi, et al, 2010). Sebaliknya, siswa dengan keluarga berpenghasilan rendah tidak hanya mempunyai masalah di sekolah tetapi juga di rumah (Wade & Tavris, 2008).…”