Test Anxiety and Academic Self-Concept of Students

The study aimed at exploring the relationship of Academic self-concept and Test Anxiety of students and to find out the differences in these two variables with respect to some selected categorical variables. The objectives included (i) to find out the differences in Test anxiety and Academic Self-concept with respect to gender, stream of study and academic self-appraisal; and (2) to find out the relationship between Test anxiety and Academic Self-concept. For this purpose, 200 students studying various streams from a university were selected through stratified random sampling keeping gender and stream of study as strata. Academic Self Concept Scale by Liu, Wang &Parkins (2005) and Fried-Ben Test anxiety Scale (FTAS) by Friedman &Bendas Jacob (1997) were utilized to collect data. The data analysis revealed significant differences in test anxiety and academic self-concept of students with respect to their gender, course of study and academic self-appraisal. Also, significant inverse correlation was found between test anxiety and academic self-concept. Thus the study aligned with the existing literature. Implications and suggestions are posed as how the findings can be utilized for school consultation and in which direction the further research can be executed.