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.
