Relationship between Anxiety and Achievement of Secondary School Students

Abstract

According to Taylor and Spence «Drive Anxiety» is beneficial to the student in that it makes him reach better scores in his exams. Sarason and Mandler, however assume that «Test Anxiety» preoccupies the student and hence leads to lower scores in his exams. The present study used a group of 370 students to settle this controversy. The findings, mainly that «Manifest Anxiety scales» scores are negatively correlated to students scores in subject-matters such as Arabic language, Mathematics and English, tend to suggest that the «Test Anxiety» theory is more plausible. It would accomodate the present findings more readily.

Keywords

• Secondary School
• education