Euckay U. Onyeizugbo
The study examined self-efficacy and test anxiety as correlates of academic performance among 249 undergraduate students of a university in Eastern Nigeria. General Self-efficacy Scale and Westside Test Anxiety Scale were used to assess self-efficacy and test anxiety respectively, whereas average score of students in two psychology degree courses were used to assess their academic performance. Results showed a significant positive correlation between self-efficacy and academic performance (.24, p < .001) and a significant negative correlation between test anxiety and academic performance (-.43, p < .001). Also, regression analysis showed a significant model emerged, F 2,246 =31.32, p<. 001. Selfefficacy significantly predicted the variability in academic performance ß = .151, p < .01, and equally, test anxiety proves to be a significant predictor of the variability in academic performance, ß = -.390, p < .001. Given the observed high correlation between self-efficacy and test anxiety in academic performance, the author is concerned that the observed high prevalence of examination fraud in Nigeria may not be unconnected with students’ low appraisal of their capability in academic context, and therefore recommends programs that will facilitate gains in self-efficacy as well as confident posture in approaching examinations.
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