Factors Influencing Test Anxiety among University Students

1.IntroductionOne of the most common anxiety types considered to be present among students, as one of the most pervasive reactions that individuals have to stress, is test anxiety (Sarson & Sarson, 1990, cited in Burns, 2011). Test anxiety is defined as a "set of phenomenological, psychological, and behavioral responses that accompany concern about possible negative consequences or failure of an exam or similar evaluation situations" (Zeidner, 1998, p.17, cited in Rezazadeh & Tavakoli, 2009, p. 68). Test anxiety is commonly analysed as a bi-dimensional construct with affective and cognitive components (Morris, Davis, & Hutchings, 1981; Schwarzer, 1986, cited in Cassady, 2001, p.1). In this regard, the cognitive dimension involves worry and negative thoughts, self-criticism or concern about the negative consequences of failure that occurs during test situations (Zeidner, 1998), while also making students 'freeze up' mentally, and fail to recall the information needed (Musch & Broder, 1999). Additionally, the emotional component describes the tension that students have during the test, which is manifested through muscle tension, accelerated heart rate, nervousness, or sweaty palms (Asgahari, Kadir, Elias & Baba 2012, p.4). While both components are considered to impact students emotionally, physically and cognitively, according to (Bandlos, Yates, & Thorndike-Christ, 1995; Williams, 1991; Humbree, 1981, cited in Rana & Mahmood, 2010), it is the cognitive aspect of test anxiety that has been significantly accounted for in the decline of academic achievement of adolescents and postsecondary students. However, according to other perspectives, students' academic achievements, aside from having a correlation with their level of engagement, is also linked with their behaviors, cognitive and emotional aspects (Fredricks et al., 2004 cited in Lee & Suttle, 2010). A number of factors are considered to influence test anxiety. Students' perception regarding the knowledge they have and their inability to enhance their learning has been evaluated within the group of factors affecting student performance and their level of stress (Carveth, Gesse, & Moss, 1996). This factor is manifested through students' complaints of lacking sufficient time to prepare for the exams or learn the course materials, or not being satisfied with the achieved academic results in the previous evaluations (Abouserie, 1994, cited in Hyseni-Duraku, 2014). Test anxiety levels are considered to vary during the years of study at the university. A great number of research studies present data that most psychological disorders are evident in first year students. According to a research study carried out by Cooke, Bewick, Barkham, Bradley and Audin (2006), it has been identified that first year students most commonly reveal psychological changes, that often times correlate with students' financial concerns, and the academic pressure which they encounter. Moreover, according to Wright (1967), it has been established that students' signs of stress are also most prevalent in those students experiencing difficulties in adjusting to university life.Professors' teaching and evaluating methods are also considered to be factors of influence in the academic performance and the anxiety in students. According to Davis (1999), exams and high volume projects are considered to be inadequate forms of evaluation that may negatively impact students' motivation and their increased experience of anxiety. The most stressful factors influencing students, identified in educational institutions, are evaluations and competitions between students, students' academic failures, unhealthy relations between students, and course instructors (Fairbrother & Warn, 2003). According to Ericksen (1978), many students respond more positively to better organized courses, led by enthusiastic instructors, who awake students' interest in the subject and succeed in influencing the students' learning process. …