Exploring the Influence of Academic Self-Efficacy, Engagement, and Test Anxiety on Students’ Success at Exam

• Published in: Informatica economica Vol. 28; no. 4/2024; pp. 35 - 44
• Main Authors: MANEA, Valentina Iuliana, MACAVEI, Tudor, PRIBEANU, Costin
• Format: Journal Article
• Language: English
• Published: Bucharest INFOREC Association 30.12.2024; Inforec Association
• Subjects: Academic achievement; academic self-efficacy; Anxiety; Civil engineering; Distance learning; Effectiveness; engineering students; Females; gender analysis; Gender differences; Influence; Mechanics; Multiple regression analysis; Regression analysis; Self-efficacy; Student attitudes; student engagement; Student participation; Student retention; Students; Success; test anxiety; Time management; University students
• ISSN: 1453-1305; 1842-8088
• DOI: 10.24818/issn14531305/28.4.2024.03

Academic self-efficacy and engagement are closely related to successful results in exams. On the other hand, test anxiety may negatively affect students' success. The negative effects of test anxiety are stronger at exams in fundamental disciplines, like mechanics for civil engineering students. In this case, passing the exam may be difficult and require a three-step trial. This research explores the relationship between success at exams and the students' perceptions as regards their academic self-efficacy, learning engagement, and test anxiety. The approach is based on a comparison between students' perceptions and multiple regression analysis. The findings show that students who passed this exam reported higher self-efficacy and engagement, and lower test anxiety. The regression analysis revealed that keeping up with academic work, getting involved in class discussions, and nervousness during the exam were the main predictors of test results. Gender analysis showed that male students reported higher involvement in class discussions and female students reported more time spent on their studies.