Impact of Study Habits on Test Anxiety and Academic Achievement of Students at University Level
DOI:
https://doi.org/10.62843/jssr.v6i3.742Keywords:
Study Habits, Academic Achievement, Test AnxietyAbstract
This study aimed to examine the relationship between study habits and test anxiety and academic achievement of university students. The quantitative descriptive survey research with correlational and comparative approaches were used and 350 students (175 males and 175 females) were selected from the University of Haripur for data collection by using structured questionnaires. The study habits examined were textbook reading, note taking, memory, test preparation, concentration and time management. The results revealed that students' habits with regard to reading the textbook were very good, and they were moderately good in time management, while there were still some weaknesses in test preparation, memory and note taking. The regression analysis showed that study habits as a whole accounted for 27.9% of the variance in academic achievement with time management being the most important positive predictor. Interestingly, the reading of texts and paying attention negatively influenced academic performance. With regard to test anxiety, study habits contributed 27.7% of the variance; textbook reading and concentration significantly lowered anxiety, and time management was correlated with higher anxiety, perhaps because of a pressure or perfectionism. Gender comparisons revealed that female students performed better than males in academics, note-taking, but males performed better in textbook reading and test preparation. There were no significant gender differences in memory, concentration, time management or test anxiety. The results highlight the complex nature of study habits and how they affect academic and emotional outcomes, pointing towards the necessity of developing specific interventions to foster students' well-balanced learning approaches.
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