Academic Buoyancy, Academic Motivation And Perceived Test Anxiety Among Senior High School Students In Ejisu Municipality

Abstract

The study investigated academic buoyancy, academic motivation and perceived test anxiety among students in the senior high schools in Ejisu Municipality. A descriptive survey research design was employed for the study. The sampled participants were 322. In order to gather data, the academic buoyancy scale, academic motivation scale, and test anxiety scale developed by Poisang, Vallerand et al., and Driscoll with Cronbach‘s alpha of .81, .78 and .89 respectively were all used. The data were analysed using Pearson Product Moment Correlation and Haye‘s mediation process model 4 in SPSS. All alpha levels were set at .05. The study findings revealed a significant negative relationship between academic buoyancy and perceived test anxiety, a positive relationship between academic buoyancy and academic motivation and significant negative relationship between academic motivation and perceived test anxiety. Finally, the findings revealed that academic motivation does not mediate the relationship between academic buoyancy and perceived test anxiety among the students in Ejisu Municipality. Nevertheless, academic buoyancy and academic motivation play a role in predicting test anxiety among high school students. The study therefore recommended that educators should instigate factors that will increase students‘ ability to deal with academic setbacks, as it will increase their drive to overcome test anxiety.