The goal of the study is to examine the mediation roles of test anxiety and academic motivation in the relationship between academic self-efficacy and academic achievement. The sample of the current study consists of 387 high-school students (186 females, 201 males) from state-high schools in Trabzon, Turkey. The researchers used Academic Self-Efficacy Scale, Academic Motivation Scale, and Revised Test Anxiety Scale to collect the data. The data were analyzed through SPSS and AMOS statistical software package programs. The researchers conducted descriptive and inferential statistic methods to analyze the study hypothesis. The findings showed that there are statistically significant correlations between the study variables. Based on the SEM results, both academic motivation and test anxiety had statistically significant partial indirect effects on the relationship between academic self-efficacy and academic achievement. The future directions and limitations are discussed.
Key words: Academic achievement, academic self-efficacy, academic motivation, test anxiety
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