In this study, the influences of agricultural students’ self-efficacy beliefs and test anxiety on their achievement motivation and academic performance were examined. A sample of 466 students from Iranian Colleges of agriculture participated in this study. A questionnaire was used for data collection. Data were analyzed descriptively and inferentially using SPSS/win and AMOS graphic. The findings revealed that self-efficacy beliefs had more effect on motivation to approach success and academic performance than test anxiety. In contrast, test anxiety had more effect on motivation to avoid failure than self-efficacy beliefs. In addition, motivation to approach success had more effect on academic performance than motivation to avoid failure.

Polish Adaptation of the Online Test Anxiety Inventory (OTAI-PL)

Test anxiety is an obstacle that may influence education and professional life. Currently, the remote form of learning is widespread. Thus, a need for measuring test anxiety in an online setting appeared. The paper describes a validation process of a Polish adaptation of the Online Test Anxiety Inventory (OTAI). Three hundred thirty-nine students participated in the study. The confirmatory factor analysis showed a similar structure to the original study (Alibak et al., 2019). The inventory consists of three scales: psychological, physiological, and online. Results of a study indicated the validity of the Polish version of OTAI: we found gender differences and statistically significant correlations with self-esteem as well as with math anxiety. Moreover, we observed high internal consistency of scales and their high test-retest reliability. Based on these results, we argue that OTAI-PL can be considered a valid and reliable inventory, which allows online test anxiety measurement and can be particularly useful in times of pandemic and the pressure on the online form of education.

This study aimed to investigate the relationship of academic procrastination to coping strategies with test anxiety and to explore whether there are significant differences in using these strategies between procrastinators and non-procrastinators. The study sample comprised 455 high school students (mean age was 17.04 years). Two scales were used one for measuring academic procrastination and the other for measuring coping strategies with test anxiety. The scale of coping strategies is composed of four subscales: Danger control (e.g., using time effectively), anxiety control (e.g., relaxation), anxiety repression (e.g., denial of a situation that produces test anxiety), and situation control (e.g., cheating). Data were analysed using Pearson product-moment correlation coefficients, median-split method and t-tests. Results revealed that academic procrastination correlated positively and significantly with anxiety repression and situation control, and correlated negatively and significantly with anxiety and danger control. In addition, the results showed that anxiety repression was the most common strategy used by procrastinators, while anxiety danger was the most common strategy used by non-procrastinators. Significant differences were found between procrastinators and non-procrastinators in using coping strategies, where procrastinators used more strategies of anxiety repression and situation control, whereas non-procrastinators used more strategies of danger control and anxiety control.