Vol. 2 No. 3 (2023): December Special Issue of The QUEST: Journal of Multidisciplinary Research and Development

Test Anxiety, Readiness, and Intervention Strategies for Enhancing Board Exam Performance among Psychology Students

Tadz Mahal Nicolas
Nueva Ecija University of Science and Technology
Richard Arambulo
NEUST,Gen. Tinio St., Cabanatuan City ,3100, Philippines

Published 12/30/2023


  • Test Anxiety,
  • Readiness,
  • Intervention strategies,
  • Academic Self Efficacy,
  • Study Habit

How to Cite

Nicolas, T. M., & Arambulo, R. (2023). Test Anxiety, Readiness, and Intervention Strategies for Enhancing Board Exam Performance among Psychology Students. The QUEST: Journal of Multidisciplinary Research and Development, 2(3). Retrieved from https://neust.journalintellect.com/quest/article/view/121


Abstract. This descriptive correlational study examines the relationships between test anxiety, academic self-efficacy, and study habits among 31 fourth-year psychology students in a selected educational institution. Utilizing three instruments—the Test Anxiety Inventory by Charles D. Spielberger, the Academic Self-Efficacy Scale by Kunnathodi Abdul Gafoor, and a self-made Study Habit Questionnaire—the study employs a quantitative research design, analyzing numerical data without variable manipulation. Weighted mean calculations will determine average levels of test anxiety, academic self-efficacy, and study habits, providing verbal descriptions of the findings.

Pearson correlation analysis will explore relationships between test anxiety, academic self-efficacy, and study habits, revealing significant correlations, their direction, and strength. Linear regression analysis will investigate whether academic self-efficacy and study habits predict test anxiety levels.

The study reveals that anxiety, worry, and emotional distress related to high-stakes licensing exams present significant barriers to optimal performance among psychology students. While emphasizing content knowledge and exam readiness, evidence-based interventions targeting anxiety management and self-efficacy are essential. A two-pronged approach is recommended for psychology programs—focusing on both content mastery and anxiety regulation. Implementing multifaceted training protocols encompassing resilience, coping strategies, mentorship support, and efficacy-building exercises holds potential to enhance outcomes in board licensing exams. A comprehensive training strategy addressing content knowledge and anxiety regulation skills equips students to maximize performance on board licensure examinations.

Keywords: Test Anxiety; Readiness; Intervention Strategies; Academic Self-Efficacy; Study Habit

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