Self-Efficacy and Study Habits as Determinants of Examination Anxiety Among Undergraduates in Public Universities in Delta State

Abstract

The study examined self-efficacy and study habits as determinants of examination anxiety among undergraduates in public universities in Delta State. Four research questions and two hypotheses were formulated and tested. A correlational ex-post facto research design was adopted for the study.  The population of this study consists of 65,092 undergraduates in public universities. The sample comprised of 1000 undergraduates drawn from the entire population using systematic sampling techniques. The main instrument used for data collection is a self-constructed questionnaire titled “Self-efficacy, Study habit and examination anxiety Questionnaire (SESHEAQ). Three (3) experts in Guidance and Counselling Department determined the validity of the instrument. The reliability of each scale that made up the SEHEAQ was also determined using Cronbach Alpha statistical procedures. The reliability coefficient value of 0.88 was obtained for the entire SEHEAQ. However, the coefficient value of 0.90 was obtained for self-efficacy Scale, 0.88 for study habit scale and examination anxiety scale 0.86. The questionnaire was administered directly to the subjects in the various sampled institutions with the help of three research assistants. Research questions were answered using the Pearson’s Product Moment Correlation while hypotheses were tested using linear regression statistics. All hypotheses were tested at 0.05 level of significance. The main findings of the study showed that; there was significant relationship between self-efficacy and examination anxiety among undergraduates; there was significant relationship between study habit and examination anxiety among undergraduates; the study concludes that self-efficacy and study habits are important determinants of examination anxiety among undergraduates in public universities in Delta State. Based on the findings and conclusions of the study, the following recommendations are made among others that Universities should implement workshops and mentorship programmes aimed at building students’ confidence and belief in their academic abilities.