التنبؤ بالتحصيل الدراسي من خلال قلق الاختبارو قيمة المادة و توجهات أهداف الإنجاز لدى طلبة الحلقة الثانية بالمدارس الحكومية بسلطنة عمان

Abstract EN

This study aimed at predicting academic achievement through test anxiety, task value and achievement goal orientations.

The study also examined the levels of these variables and possible gender differences.

The sample included 644 students from the second-cycle schools in the Sultanate of Oman (358 males, 286 females).

The researchers used three questionnaires examining test anxiety, task value and goal orientations.

The results showed high levels of academic achievement, task value, test anxiety and goal orientations (mastery-approach, performance-approach, and performance-avoidance).

Regression analysis shows the possibility of predicting academic achievement through test anxiety and some goal orientations (performance-approach and performance-avoidance).

The findings indicated statistically significant gender differences in academic achievement, test anxiety and in some goal orientations (mastery-approach, performance-approach, and performance-avoidance) in favor of females.

No gender differences were found in task value and mastery-avoidance goal orientation.

The study recommended the implementation of counseling programs for students to help them manage test anxiety and perceive the effects of achievement goal orientations on their academic achievement.