Doctor of Philosophy (PhD)
Test anxiety is a construct that includes cognitive, physiological, and behavioral symptoms occurring in response to anxiety prior to, during, or following examinations. The current literature on test anxiety has evaluated a number of possible predictors, including demographic variables, academic indicators, and self-perceptions. The movement toward school accountability and higher academic expectations of students has increased the severity of consequences occurring as a result of poor academic achievement. Thus, test anxiety is a critical concern that may impact student academic success. The current study evaluated a structural equation model to determine the strength of associations between trait anxiety, academic achievement, academic self-efficacy, and parental pressure, as well as how each of these variables predicted test anxiety among college undergraduates. The results indicated that trait anxiety and academic achievement predicted academic self-efficacy, and trait anxiety and academic self-efficacy predicted test anxiety. Factors that may have influenced the need for modifications to the structural model will be discussed, including psychometric concerns and theoretical implications.
Document Availability at the Time of Submission
Release the entire work immediately for access worldwide.
Harris, Meredith Taylor, "Psychological and Environmental Predictors of Test Anxiety: A Structural Equation Model" (2016). LSU Doctoral Dissertations. 4385.