The Relationship Between Test-Anxiety, Perceived General Academic Self-Concept and Achievement Among Sixth Grade Primary Government Schools' Children in the Subcity of Gulelf/Addis Ababa

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Addis Ababa University


The purpose of the study was to investigate relationships, directions and strength between Test-anxiety, perceived general academic Self-concept, socio economic status, study habit, parental involvement in the education of children, and achievement (as dependent variable). The population of the study was f)lh grade government primary schools' 2482 students at Gulele sub city of A.A. Among them 1231 were boys and 1245 were girls. The participants of the study were 491 students. Among them 248 were boys and 249 girls. The mean age of the participants was 12.98 . The design of the study was quantdative ex-post facto research design following correlational approach. Participants were selected by utilizing table of random numbers. Two scales and one questionnaire were utilized as instruments of the study. Pearson product moment correlations (r) and Multiple Regression analysis were computed to process the data. The findings of the study indicated' (a) Test-anxiety is inversely and significantly correlated with achievement with weak relationship that is -. 186. (b) Perceived general academic Self-concept was positively and significantly related to achievement that is .436 and it contributed to the achievement. (c) Study habtf and parental involvement also contributed to achievement but not socio economic status and Test-anxiety. Recent Academic Self-concept researches focus on domain specific with particular attention to specific subject matter. At this juncture, I expanded the research by examining ''perceived general academic Self-concept" as a single Academic Selfconcept. The findings do have applicability in the field of counseling Psychology and Education



Perceived General Academic