12Aug 2018

THE RELATIONSHIP BETWEEN PERSONALITY TRAITS, AND SELF-EFFICACY ON THE LEVEL OF STUDENTS TEST ANXIETY.

  • Research Scholar: Professor and Dean Faculty of Social Science.
  • Department of PsychologyAMU, Aligarh 202002.
  • Abstract
  • Keywords
  • References
  • Cite This Article as
  • Corresponding Author

This research aimed at studying the relationship between personality traits, and self-efficacy in the level of student with test anxiety. One hundred ten part-time students (male and female) from the second year and fourth semester completed the measure of test anxiety, self-efficacy and personality traits. Results revealed no significant relationship was found between personality traits and self-efficacy in the level of test anxiety among male and female and second and fourth-year students. A negative significant relationship was found between test anxiety and personality traits


  1. Akgum, S., & Ciarrochi, J. (2003). Learned resourcefulness moderates the relationship between academic stress and academic performance. Educational Psychology, 23(3), 287-294.
  2. Bandura, A. (1986). Social Foundations of thoughts and action: A Social Cognitive Theory Englewood Cliffs. NJ: Prentice Hall.
  3. A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review 84, 191-215.
  4. Benson, J., Bandalos, D. L., & Hutchison, S. (1994). Modeling Test Anxiety Among Male And Female Anxiety, Stress and Coping, 7, 131-148.
  5. Betz, N. E., & Hckett, G., C. (1983). The relationship of self-efficacy expectancies to the selection of science-based college majors. Journal of Vocational Behavior, 23,329-345.
  6. Bradley, R., McCraty, R., Atkinson, M., Tomasino, D., Daugherty, A., & Arguelles, L. (2010). Emotion self-regulation, psycho-physiological coherence and test anxiety: Results from an experiment using electrophysiological measures. Applied Psychophysiology and Biofeedback, 35(4), 261-283.
  7. Caspi, A. Roberts, B. W., & Shiner, R.L. (2005). Personality development: Stability and change. Annual Review of Psychology 56, 453-484.
  8. Cervone, D. & Pervin, L. A. (2000). Personality, Theory, and Research (10th), New York, NY: Wiley.
  9. Cizek, G. J., & Burg, S. S. (2006). Addressing Anxiety in a High Stress Environment: Strategies Classrooms and Schools. Thomas Oaks, CA, US: Corwin Press.
  10. Convigton, M. V., & Omelich, C. L. (1987). I knew it cold before the exam: A test of the anxiety blockage hypothesis. Journal of Educational Psychology, 79(4), 393-400.
  11. Daly, A. L., Chamberlin, S., & Spalding, V. V. (2011). Test anxiety, heart-rate and performance in anxiety level French speaking mock exam: An exploratory study. Educational Research, 53(3), 321-330.
  12. Einat, A. (2000). Learning Disabilities-The Challenges (in Herbew). Tel Aviv, Israel: Reches Publishers, Educational projects.
  13. El-Zahhar, N. E., & Hocever, D. C. (1991). Cultural and sexual differences in test anxiety, traits anxiety, and personality. Journal of Cross Cultural Psychology, 22(2), 238-249.
  14. Eysenck, H. J. (1985). The Biological Basis of Personality.
  15. Fitch, B. D. (2005). A test of the relationship between personality traits and test anxiety (California). Dissertation Abstracts International Section A: Humanities and Social Science, 65(12-A). 4539.
  16. Hanna, D., & Dempster, M. (2009). The effect of statistics anxiety on students predicted and actual test scores. The Irish Journal of Psychology, 30(1-4), 201-209.
  17. Locke, E. A., & Latham, G. P. (1990). A Theory of Goal Setting and Task Performance. Englewood Cliffs, NJ: Prentice Hall.
  18. Martocchio, J., J. (1994). Effects of conceptions of ability on anxiety, self-efficacy, and learning in training. Journal of Applied Psychology, 79, 819-825.
  19. McCrae, R. R, & Costa, P. T, Jr. (1989). Reinterpreting the Myers-Briggs type indicator from the perspective of the five-factor model of personality. Journal of Personality, 57, 17-40.
  20. Noftle, E. E., & Robins, R. W. (2007). Personality predictor of academic outcomes: Big five correlations of GPD & SAT scores. Journal of Personality and Social Psychology, 93, 116-130.
  21. Pajaras, F. (2002). Overview of social cognitive theory and self-efficacy. Social Cognitive Theory, 66, 543-578.
  22. Piedmont, R. L. (1995). Another look of fear of success, fear of failure, and test anxiety: A motivational analysis using the five-factor model. Sex Roles, (3-4), 139-158.
  23. Rouxel, G. (1999). Path analysis of the relations between self-efficacy, anxiety and academic performance. European of Psychology of Education, 14(3), 403-421.
  24. Sarason, I. G., & Stoops, R. (1987). Test anxiety and the passage of time. Journal of Consulting and Clinical Psychology, 46(1), 102-109.
  25. Schmidt, L.A., & Riniolo, T. C. (1999). The role of neuroticism in test and social anxiety. The Journal of Social Psychology, 139 (3), 394-395.
  26. schwarzer, R., Bable, J., Kawaitek, P., Scroder, K., & Zhang, J. X. (1997). The assessment of optimistic self-beliefs: Compassion of the German, Spanish, and Chinese versions of the general self-efficacy scale. Psychology: Applied Psychology International Review, 46, 69-88.
  27. Siepp, B. (1991). Anxiety and academic performance: A meta-analysis of findings. Anxiety Research, 4(1), 27-41.
  28. Spielberger, C.D. (1972). Anxiety as an emotional state. Anxiety: Current trends in theory and research (1), 35-46.
  29. Struthers, C. W., Perry, R. P., Menec, W. H. (2000). An examination of the relationship among academic stress, coping, motivation and performance in college. Research in Higher Education, 41(5), 581-592.
  30. Trapmann, S., Hell, B., Hirn, J. W., & Schieler, H. (2007). Meta-analysis of the elationship between the big five and academic success at university. Zietschrift fur Psychologt/ Journal of Psychology, 215(2), 132-151.

[Hena Fatma MA, Akbar Husain and Roma Seraj MA. (2018); THE RELATIONSHIP BETWEEN PERSONALITY TRAITS, AND SELF-EFFICACY ON THE LEVEL OF STUDENTS TEST ANXIETY. Int. J. of Adv. Res. 6 (Aug). 487-493] (ISSN 2320-5407). www.journalijar.com


Hena Fatma
Professor and Dean Faculty of Social Science

DOI:


Article DOI: 10.21474/IJAR01/7546      
DOI URL: https://dx.doi.org/10.21474/IJAR01/7546