Dr. U. L. Bhuvaneswari


Students in their college years confront many obstacles. One of the main problems they face is how to deal with anxiety
especially study anxiety, which in turn affect their adjustment to college (Vitasari, Wahab, Othman, Herawan and
Sinnadurai, 2010). Hence, the present study was done to nd the differences in Test anxiety and Educational adjustment of the Engineering
students and arts students and to nd the relationship between them. Using purposive sampling, 70 students [35 arts and 35 engineering] were
selected. Test Anxiety Scale and Educational Adjustment sub-scale of the Adjustment inventory for college students by Sinha and Singh were the
tools used. It was found that None of the students had Excellent Education Adjustment. 50% of the sample had Unsatisfactory Educational
Adjustment and 11% of the sample had very unsatisfactory adjustment. The mean differences in Educational adjustment (t= 0.248) and Test
Anxiety (t= 0.635) of the Engineering and Arts students was not statistically signicant. Very High Anxiety was present in 7% of the samples and
13% had High Anxiety. Moderate Anxiety was found in 40% and low Anxiety in 4% of the sample. The correlation between Educational
Adjustment and Test Anxiety (r=-0.04489) indicated a weak and non-signicant negative correlation.

Full Text:



Burks, N. and Martin, B. (1985). Everyday problems and life change events: Ongoing versus acute sources of stress. Journal of Human Stress. 11(1):27–3.

Cizek, G. J. and Burg, S. S. (2006). Addressing test anxiety in a high-stakes environment. Thousand Oaks, California: Corwin Press.

Singh, I. and Jha, A. (2013). Anxiety, optimism and academic achievement among students of private medical and engineering colleges: a comparative study. Journal of Educational and Developmental Psychology. 3(1):222.

Hashmat, S., Hashmat, M., Amanullah, F. and Aziz, S. (2008). Factors causing exam anxiety in medical students. Journal-Pakistan Medical Association. 58(4):16.

UCLA-Parent and Family Association (2019). First year Parents and Families. https://parents.ucla.edu/support-your-student/first-year-parents-families/

Vitasari, P., Abdul Wahab, M. N., Othman, A., Herawan, T. and Sinnadurai, S. K. (2010). The relationship between study anxiety and academic performance among engineering students. Procedia Social and Behavioral Sciences 8, 490-497. http://dx.doi.org/10.1016/j.sbspro.2010.12.067

Von Der Embse, N. and Hasson, R. (2012). Test anxiety and high-stakes test performance between school settings: Implications for Educators. Preventing School Failure, 56, 180 – 187.


  • There are currently no refbacks.