1Community Nursing Research Center, Zahedan University of Medical Sciences, Zahedan, Iran
2Patient Safety Research Center, Urmia University of Medical Sciences, Urmia, Iran
3Community Nursing Research Center, Student Research Committee, Zahedan University of Medical Sciences, Zahedan, Iran
*Corresponding author: Sadegh Zare, Community Nursing Research Center, Student Scientific Research Center, Zahedan University of Medical Sciences, Zahedan, Iran. Email: zaresadegh93@yahoo.com
Online published on 14 October, 2016.
Nowadays, education and training play significant parts and roles in an individual life. Success in passing exams is usually of a great importance and it plays a determinative role in the university students’ lives. Due to the same reason, they are usually found to be causing stress and anxiety in the individuals, thus, according to the effect that the exam anxiety can have on the academic achievement the present study aims at the survey of the relationship between the exam anxiety and the academic achievement in the city of Urmia's medical sciences university students.
In the present analytical-descriptive study, 460 individuals from Urmia;s medical sciences university were selected randomly and they were asked to participate in the survey in 2016. The information were raked by taking advantage of a two-part questionnaire the first part of which was related to the demographic characteristics (gender, age, and academic total mean score); besides, the second part pertained to the test-anxiety questionnaire designed by Pintrich et al. In the end, the data were analyzed by making use of SPSS ver.19 and descriptive statistics, Pierson correlation test, independent t-test and variance analysis.
the results obtained in the current study indicated that 291 participants were male and the participants’ average age was estimated to be 21.71 ± 2.94. The relationship between the test anxiety and age was not found to be statistically significant but the relationship between the respondents’ age and academic performance was significant. The relationship between the gender and the academic performance was shown to be statistically significant but its relationship with the test anxiety was not found to be significant. The relationship between the academic performance and the test anxiety was analyzed through the use of Pierson correlation test and it was demonstrated to be statistically significant.
In the current research paper, there was figured out an inverse and significant relationship between the test anxiety level and the academic performance. Since the test anxiety is a multifactorial phenomenon there is a need for a full-scale effort from the parents, professors and officials’ sides to help the students effectively manage their test anxiety.
test anxiety, academic performance, University students, Urmia
