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

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

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

Published 12/30/2023

Keywords

  • 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

Copyright (c) 2023 The QUEST: Journal of Multidisciplinary Research and Development

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Abstract

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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References

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