The present investigation examines the relationship between test anxiety and academic achievement among pre-service teachers enrolled in Bachelor of Education (B.Ed.) programmes in West Bengal. Employing a multivariate research design, the study analysed data from a stratified sample of 500 B.Ed. students categorized by gender and academic stream (Science and Arts). Test anxiety was operationalised through the two-component model comprising worry and emotionality. Data were obtained using a standardized Test Anxiety Inventory, while semester examination percentages served as indicators of academic achievement. Descriptive statistics, correlation analysis, independent samples t-tests, one-way ANOVA, and multiple regression techniques were applied to analyse the assumed data. Findings revealed a statistically significant negative relationship between test anxiety and academic achievement, with the worry component emerging as a stronger predictor of academic decline than emotionality. Science stream students demonstrated higher anxiety levels than Arts students, while female students reported higher emotionality scores than male students. The study underscores the need for systematic psychological interventions within teacher education institutions to mitigate test anxiety and promote academic success among future educators.
Susmita Mallick (Wed,) studied this question.