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Humanities
- ISSN: 2155-7993
- Journal of Modern Education Review
Need for Achievement and Competency Combine to Influence Test Anxiety
Laurie S. Hunter , Olivia Green, Amanda Kauffman, Lynn Ray, Erin Rolaf
(Christopher Newport University, USA)
Abstract: Test anxiety can be influenced by a number of factors. Competence and need for achievement have independently demonstrated influence on test anxiety. The current study examined the combined effects of competence and need for achievement on test anxiety using two different samples (Study One: 23 seniors; Study Two: 188 freshman and sophomores) from a liberal arts, undergraduate university. The combined effect of competence (high or low) and need for achievement (high or low) yielded 4 different groups of students. Difference in test anxiety levels were obtained among the four groups. Results from Study One approached significance with the Unconfident High Achievers (high need for achievement and low competence) having the highest test anxiety levels. Results from Study Two indicated markedly different findings. Confident Low Achievers (low need for achievement and high competence) had the lowest test anxiety levels and significantly differed from all the other groups.
Key words: competence, need for achievement, test anxiety, undergraduate students