ACADEMIC MOTIVATION, SELF-ESTEEM, AND TEST ANXIETY ON THE ACADEMIC OUTCOMES OF STUDENTS

Abstract

This study looked at the relationship between students' academic results and factors such as test anxiety, self-esteem, and academic drive. During the inquiry, a correlational type descriptive survey design was employed. This investigation used a multi-phase sampling strategy. The study's sample consisted of 250 secondary school pupils. Reliable instruments were utilised to collect the data, including the Academic Motivation Scale (α = 0.79), Rosenberg Self-Esteem Scale (α = 0.84), Westside Test Anxiety Scale (α = 0.84), and The Student Academic Outcome Survey (α = 0.92). The findings indicate that academic motivation (r =.355; p< .05), self-esteem (r =.274; p.<05), and test anxiety (r =.233; p.<05) are strongly correlated with students' academic outcomes. Academic motivation made the most significant contribution (β = .306; t = 5.077; p<0.05), followed by test anxiety (β = .153; t = 2.397; p<0.05) and Self-esteem (β = .124; t = 1.882; p<0.05). The study underscores the need for both the home and the school to cooperate to keep the learners focused on their education. They should also encourage, inspire, and equip the students with an adequate sense of aspirations.

Keywords

• academic motivation
• self-esteem
• test anxiety