Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/69758
Title: Test anxiety, study habits and scholastic achievement
Authors: Debattista, John (1994)
Genovese, Mario (1994)
Keywords: Study skills -- Malta
Anxiety -- Malta
Academic achievement -- Malta
Educational attainment -- Malta
Education -- Malta
Stress (Psychology) -- Malta
Issue Date: 1994
Citation: Debattista, J., & Genovese, M. (1994). Test anxiety, study habits and scholastic achievement (Bachelor's dissertation).
Abstract: The aim of this study was to investigate the relationship between study habits, test anxiety and its components - worry and emotionality - and scholastic achievement. The role of sex and study area was also investigated. The sample consisted of 498 students - 249 boys and 249 girls - attending 4th Form Junior Lyceum, state schools. The Test Anxiety Inventory and a Study Habits Questionnaire were administered before the end of the scholastic year. The raw scores of the Annual Examinations 1993 in Mathematics, Physics, English and Maltese were also collected. Results indicate that there are no sex differences in study habits, however students in different study areas have different study habits. Girls have significantly higher scores in test anxiety, worry and emotionality. Different study areas are not related to measures of anxiety. These findings also indicate that test anxiety, worry, emotionality and study habits influence scholastic achievement. However there is no clear relationship between study habits, test anxiety, worry and emotionality. A number of recommendations are suggested to help test-anxious students with good or bad study habits to improve their scholastic achievement.
Description: B.ED.(HONS)
URI: https://www.um.edu.mt/library/oar/handle/123456789/69758
Appears in Collections:Dissertations - FacEdu - 1953-2007

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