The Relationship between Motivation, Self-Efficacy, Test Anxiety and Academic Achievement of Selected Secondary School Students in Gambella Town

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’.