TEST ANXIETY AMONG ACADEMICALLY AT-RISK STUDENTS IN AKURE’S RURAL SECONDARY SCHOOLS: THE PREDICTIVE ROLES OF PARENTING STYLES, EMOTIONAL INTELLIGENCE, AND RELIGIOSITY

Ndidi Mercy Ofole, Christianah Adetunmbi Borokini

Abstract


Test anxiety is a major psychological challenge among academically at-risk students, especially in rural settings with limited academic and psychosocial resources. This study investigated the prevalence of test anxiety and the predictive influence of parenting styles, emotional intelligence, and religiosity among secondary school students in rural community schools in Akure, Ondo State, Nigeria. A cross-sectional predictive correlational design was adopted, and 300 students (150 males, 150 females) were selected via multistage random sampling from six public secondary schools across Akure North and South Local Government Areas. Standardized instruments—the Parental Authority Questionnaire, Emotional Intelligence Scale, Religious Commitment Inventory, and Sarason Test Anxiety Scale—were used to collect data. Analyses included descriptive statistics, Pearson correlation, independent samples t-test, and multiple regression. Findings revealed that 80% of students experienced moderate to high test anxiety, with females reporting significantly higher levels than males. Test anxiety was negatively correlated with academic performance (r = −.62, p < .01). Parenting style, emotional intelligence, and religiosity collectively explained 53.7% of the variance in test anxiety, with parenting style being the strongest predictor, followed by emotional intelligence and religiosity. The study underscores the complex nature of test anxiety and highlights the need for integrated interventions that promote supportive parenting, emotional skill development, and culturally relevant coping strategies to enhance academic outcomes among at-risk students in rural communities.

 

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test anxiety, academically at-risk students, parenting style, emotional intelligence, religiosity, rural schools

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DOI: http://dx.doi.org/10.46827/ejes.v13i2.6543

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