Abstract:
The purpose of this study was to investigate the relationship between motivation, self efficacy, test anxiety and academic achievement of selected secondary school students
in Gambella town .Self-report questionnaires were individually administered to 359
secondary students' selected by proportionally stratified and simple random sampling
technique. Students’ average mark was used to measure academic achievement.
Results demonstrated that there was significant difference between male and female
students’ only in their academic achievement. There was a non-significant difference in
academic achievement of students’ with different levels of test anxiety.Both intrinsic
and extrinsic motivation and self-efficacy were positively and significantly correlated
with academic achievement. Moreover, test anxiety was negatively and insignificantly
correlated with academic achievement. Stepwise multiple regression demonstrated the
combination of intrinsic motivation, self-efficacy and extrinsic motivation as the best
predictors of academic achievement. It was concluded that no difference exists among
students' intrinsic and extrinsic motivation, self-efficacy and test anxiety in analysis
based on gender except academic achievement. The difference in academic
achievement of students with different levels of test anxiety was insignificant and most
of students (70%) are moderately test anxious. Furthermore, due to the significant
prediction of intrinsic and extrinsic motivation on students’ academic achievement, it
should be given due concern by educators’.
