Academic Anxiety: Correlation between Dass-21 Test Scores and Academic Achievement

Fatima Ezzahra Bihousbane, Bouzekri Touri

Abstract

The main objective of this study was to determine the correlations between anxiety test scores and academic achievement using a quantitative methodology based on a non-experimental and correlational study. In addition, the following variables were considered: gender, school averages, educational cycle, and grade level. The sample comprised 275 students from two schools (middle and high schools) in the provincial administration of Mediouna. In order to collect the information, the participants were asked to complete the Dass 21 test. It should be noted that the results obtained were processed using IBM SPSS 23 software. The results showed a significant correlation between strong and moderate intensities. Ultimately, considerable effort is needed to better understand the multidimensionality of academic achievement and to ensure effective and relevant educational interventions.

 

Keywords: academic achievement, anxiety, learner, educational intervention, correlation.

 

https://doi.org/10.55463/issn.1674-2974.50.8.2


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