The study aimed at assessing the association of test anxiety and academic performance with study skills, coping strategies (mechanism) self-concept, self-esteem, psychological distress and social support among undergraduate distance learners of the National Open University of Nigeria. A series of validated measures were administered on 440 distance learning students in 5 study centres of the university, comprising of 305 females and 135 males. Social support was found to be a protective cover for test anxiety. Better study skills, self-concept, psychological distress were indicative of higher test anxiety, and with higher level of students’ success. Higher level of self-esteem was also associated with higher students’ success. The implications of the results were also discussed.
Title of Article
EFFECTS OF PSYCHOLOGICAL VARIABLES, COPING STRATEGIES ON TEST ANXIETY AND ACADEMIC PERFORMANCE OF UNDERGRADUATE DISTANCE LEARNING STUDENTS IN THE NATIONAL OPEN UNIVERSITY OF NIGERIA
Research Method
Thematic Area
Author(s)
Amini, Clifford Moses; Reamen, Justinah N.
Abstract
Year
Journal
Journal of Education in Developing Areas
Type of Document