Academic Journal
Early Indicators of Study Delay and Dropout: Test Anxiety and Its Link to Exam Participation and Performance
| Τίτλος: | Early Indicators of Study Delay and Dropout: Test Anxiety and Its Link to Exam Participation and Performance |
|---|---|
| Γλώσσα: | English |
| Συγγραφείς: | Sina Lenski (ORCID |
| 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 |
| ISSN: | 1521-0251 1541-4167 |
|---|---|
| DOI: | 10.1177/15210251241266547 |