Introduction: Test anxiety is a response to a situation involving evaluation of a students’ performance. Test anxiety can be associated with poor academic performance.Aim: This study investigated the relationship between test anxiety and academic performance in female nursing students of Najafabad Islamic Azad University.Method: In this descriptive-analytic study, 161 female nursing students in second to sixth semester were selected in 2011. Data were collected via two component questionnaires including demographic data (14 question) and Sarason’s test anxiety (37 question). Internal consistency reliability (Cronbach’s alpha) (a=0.88), internal consistency coefficient 95% and criterion validity of 0.72; that were completed self- directed in Jun. Academic performance calculated by overall mean the scores in the past semesters. The data were analyzed by SPSS 16 software, using c2, independent t test, Pearson and Spearman correlation coefficient, analysis of variance, stepwise multiple linear regression and forward multiple logistic regression analysis with significance level 0.05.Results: In this study, the means students’ test anxiety and academic performance scores were in order 18.16 and 14.53. There was statistically significant reverse relationship between test anxiety and academic performance of nursing students (r=-0.213, p=0.007). Employment and studying in higher semesters were two predictive variables that had more negative effects on academic performance. Multiple regression analysis tests showed that anxiety and other variables as predictive variable, had significant reverse relationship with academic performance (p=0.047).Conclusion: In order to results, helping students to manage their anxiety effectively is a challenging duty that requires team effort of educational systems during the educational process; especially in higher educational system.

In this study the effect of the systematic desensitization method on the exam anxiety and on the age related school performance of female students at secondary school level in Behbahan was studied. The sample population of this study includes all the third grade female students of secondary school in Behbahan in the education year 1385- 86. The statistical sample is 42 of these students which were- selected randomly in several phases and were assigned to two experimental and control groups. After random selection of the groups a pretest was given to the both groups. The experiment group received the treatment (desensitizing method) and finally both groups were given a post- test. The data analysis indicated that the regular desensitization method decreased test anxiety and increased school performance of the female students in the experiment group.

Introduction: Test anxiety, a common phenomenon among college students, is one of the problems of educational systems. Because test anxiety affects academic performance, this study was performed to determine test anxiety and its relationship with academic performance among nursing students.Methods: In this descriptive- analytical study, 150 students of Abadan Nursing College were selected in 2007. Data were collected via a two-component questionnaire including demographic data and the test anxiety inventory that were completed self-dejectedly during the final exams. The data were analyzed by SPSS (13.0) software, using some measures of central tendency and variability, Mann Whitney test and Spearman correlation coefficient.Results: The mean score of test anxiety in students was 30.9±23.2. Fourteen percent of participants did not have any test anxiety, 48.67% had low test anxiety, 34% had moderate test anxiety and 3.33% had severe test anxiety. In sum, 86% had some degrees of test anxiety. In this study, no significant relationship was found between test anxiety and academic performance (r= -0.12, p= 0.13), nor between test anxiety and age (P= 0.84,), nor between test anxiety and marital status (P=0.053), nor between test anxiety and level of education (P=0.057).Conclusion: Regarding the high prevalence of test anxiety in students, far further research is recommended to identify factors relevant to this phenomenon and to present strategies to reduce it.

Introduction: One of the problematic factors in the field of education and learning is academic burnout. The aim of the present study was the discrimination of students with high and low academic burnout on the basis of test anxiety, alexithymia and academic achievement. Methods: Method present study was causal-comparative. The population consisted of all male and female students studying in Azarbaijan Shahid Madani University in the 2016-2017 academic year that according to Krejcie and Morgan table, 360 students were selected by multistage cluster sampling method. For data collection from questionnaires Maslach academic burnout inventory (2002) and anxiety test of Friedman (1997), Toronto alexithymia scale and the first-semester average of students used. Data were analyzed using software 16 SPSS and statistical test discriminant function analysis. Results: Discriminant analysis results showed one significant discrimination function that the according to this function test anxiety was the highest possible power distinction between two groups of students. Next distinctive variables the groups, were alexithymia and academic achievement. Also, the results of the discriminant analysis showed that most students with low academic burnout were correctly distinguished from the student with the highest percentage of detection (78/1%) and 78% of the students in the two groups according to the resulting function was properly reclassified. The results of this reclassification show the ability of these variables in the distinction between students with different academic burnout levels. Conclusions: In educational programs for the prevention and reduction of academic burnout among students to test anxiety, alexithymia and academic achievement require more attention.

The purpose of this study was to the moderating role of test anxiety in the impact of peer education on academic negligence: the benefits effects of test anxiety. The statistical population of this study included all female students high school Behbahan city in year academic 2018-2019, using a targeted sampling, 60 people were selected as procrastinators and randomly, 30people in the experimental group (10 people in the high test anxiety, 10 people in the moderate test anxiety and10 people in the low test anxiety) and 30people in the control group (10 people in the high test anxiety, 10 people in the moderate test anxiety and10 people in the low test anxiety). To collect data test anxiety and academic procrastination Questionnaire. The experimental research method was pre-test and post-test with one experimental and one control groups (each group has three subsets including high, moderate and low test anxiety). Data were analyzed using one-way ANCOVA Analysis. The results showed that peer education was effective in students with high and moderate test anxiety, but it had no effect on students with low test anxiety. The results also showed that the text anxiety variable significantly modulates the effect of peer education on academic negligence.

Background and Aims: The test anxiety is one of the wide spreading phenomenon and main worries in educational systems worldwide that influence on students’ performance. This study examined the relationship between test anxiety and academic performance in nursing and EMT students of Nursing and Midwifery College.Methods: This study was a cross-sectional descriptive study carried out on a sample of 98 nursing and EMT students on first semester of 2012- 2013 educational years. Data collecting tool was Sarason Test Anxiety Scale (25 items), Distributed and collected in one day (before exam). Data analysis was carried out using independent ttest, chi-square, ANOVA and Pearson correlation coefficient with Spss Results: In this study, the mean score of students' test anxiety was 10.10±4.99 and the average GPA of their end semester was 15.56±1.58, respectively. Test anxiety in 37 students (37.8%) was mild, in 26 students (26.5%) was moderate and in 35 students (35.7%) was severe. Severe anxiety test scores and academic performance had no significant correlation (p=0.385, r=-0.152), respectively. The anxiety level in female students was significantly more than male students (p=0.012, t=-2.563).Conclusion: Exam anxiety is moderate to severe in most students. Based on the high percentage of students with severe test anxiety in nursing and EMT courses, it seems to be necessary to take an effective action for management of anxiety in this group of students.