Test anxiety and attitudes among Year 4 state school pupils

Abstract

The objective of this study is to investigate the relationship between test anxiety, attitudes towards curriculum subjects and examinations, and academic achievement, in relation to age and gender differences, among Year 4 pupils in Maltese state schools. The study was carried out in 13 primary schools, and the sample is made up of900 pupils, of which 451 (50.1%) are boys and 449 (49.8%) girls. Results suggest negative correlations between test anxiety and attitudes, and test anxiety and performance. No correlations are found between attitudes and performance, except for mathematics. Additionally, the majority of the respondents nurture positive attitudes towards curriculum subjects and examinations, and have low test anxiety levels. Furthermore, it was found that girls are more anxious than boys, perform better academically than boys, and have the same attitudes towards curriculum subjects and examinations as boys. Age bears no relation to attitude, anxiety or performance whatsoever. When the attitudes and test anxiety levels of Year 4, 5 and 6 pupils are compared, elder pupils are always found to be more test anxious and to have higher positive attitude levels towards curriculum subjects and examinations than younger pupils.