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Early Indicators of Study Delay and Dropout: Test Anxiety and Its Link to Exam Participation and Performance

Λεπτομέρειες βιβλιογραφικής εγγραφής
Τίτλος: Early Indicators of Study Delay and Dropout: Test Anxiety and Its Link to Exam Participation and Performance
Γλώσσα: English
Συγγραφείς: Sina Lenski (ORCID 0000-0001-6379-0941), Nikolai Zinke, Martin Merkt, Natalia Reich-Stiebert, Stefan Stürmer, Hannes Schröter (ORCID 0009-0003-4302-6673)
Πηγή: Journal of College Student Retention: Research, Theory & Practice. 2026 28(2):372-395.
Διαθεσιμότητα: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 24
Ημερομηνία έκδοσης: 2026
Τύπος εγγράφου: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Test Anxiety, College Freshmen, Distance Education, Testing, Performance Factors, Computer Attitudes, Intention, Time Factors (Learning)
Γεωγραφικοί όροι: Germany
DOI: 10.1177/15210251241266547
ISSN: 1521-0251
1541-4167
Περίληψη: This study examined the relationship between test anxiety and early indicators of dropout at the largest distance university in Germany. Specifically, we examined how test anxiety correlated with first-year students' intention to take their first exam, the postponement of it and their performance in it (N = 542). Results indicated a negative association of (motivational) test anxiety with students' intention to sit the exam. The postponement of the exam did not correlate with test anxiety. However, our results suggest that male students and students with a migration background were more likely to postpone the exam when test anxiety was high. Furthermore, we observed a strong negative association between (motivational) test anxiety and performance. Additionally, there was a negative association of the intention to sit the exam and exam postponement. Participation intention weakened the negative association between test anxiety and performance. Our findings provide insights for developing interventions aimed at reducing dropout.
Abstractor: As Provided
Entry Date: 2026
Αριθμός Καταχώρησης: EJ1510280
Βάση Δεδομένων: ERIC
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  Data: Early Indicators of Study Delay and Dropout: Test Anxiety and Its Link to Exam Participation and Performance
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  Data: <searchLink fieldCode="AR" term="%22Sina+Lenski%22">Sina Lenski</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6379-0941">0000-0001-6379-0941</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nikolai+Zinke%22">Nikolai Zinke</searchLink><br /><searchLink fieldCode="AR" term="%22Martin+Merkt%22">Martin Merkt</searchLink><br /><searchLink fieldCode="AR" term="%22Natalia+Reich-Stiebert%22">Natalia Reich-Stiebert</searchLink><br /><searchLink fieldCode="AR" term="%22Stefan+Stürmer%22">Stefan Stürmer</searchLink><br /><searchLink fieldCode="AR" term="%22Hannes+Schröter%22">Hannes Schröter</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-4302-6673">0009-0003-4302-6673</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+College+Student+Retention%3A+Research%2C+Theory+%26+Practice%22"><i>Journal of College Student Retention: Research, Theory & Practice</i></searchLink>. 2026 28(2):372-395.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Anxiety%22">Test Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Testing%22">Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Factors%22">Performance Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Attitudes%22">Computer Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Factors+%28Learning%29%22">Time Factors (Learning)</searchLink>
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  Data: 10.1177/15210251241266547
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  Data: This study examined the relationship between test anxiety and early indicators of dropout at the largest distance university in Germany. Specifically, we examined how test anxiety correlated with first-year students' intention to take their first exam, the postponement of it and their performance in it (N = 542). Results indicated a negative association of (motivational) test anxiety with students' intention to sit the exam. The postponement of the exam did not correlate with test anxiety. However, our results suggest that male students and students with a migration background were more likely to postpone the exam when test anxiety was high. Furthermore, we observed a strong negative association between (motivational) test anxiety and performance. Additionally, there was a negative association of the intention to sit the exam and exam postponement. Participation intention weakened the negative association between test anxiety and performance. Our findings provide insights for developing interventions aimed at reducing dropout.
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      – SubjectFull: Test Anxiety
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