Examining the Relationship Between Academic Self-Efficacy and Exam Anxiety Among Students of Zanjan University
DOI:
https://doi.org/10.63053/ijhes.156Keywords:
Exam anxiety, academic self-efficacy, students of Zanjan University.Abstract
The aim of the present study was to examine the relationship between the academic self-efficacy of students at Zanjan University and their exam anxiety. The research was conducted using a descriptive-correlational method. The sample consisted of 155 students enrolled at Zanjan University in the second semester of the academic year 1399-1400, all of whom were aged between 20 and 37 years and were selected through simple random sampling. Data were collected using the standard Academic Self-Efficacy Scale (CASES) and the Sarason Exam Anxiety Scale, and were analyzed using Pearson correlation tests. The results of the statistical test indicated that there is a significant negative relationship between the academic self-efficacy scores of students and their exam anxiety scores (r = -0.282, p < 0.01). Therefore, it can be concluded that exam anxiety may be associated with a lack of organizational skills, poor study planning, and failure in designing learning strategies among students. Students with high exam anxiety perceive their skills to be lower than their actual capabilities both during exams and while studying; thus, by enhancing their beliefs in academic self-efficacy, both their confidence in their abilities and their understanding of what they know and how they should learn can improve, enabling them to overcome the stress and anxiety that arise during exams
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