Hanfesa Sisay, Tilahun Tsinat, Dessie Nigussie, Shumet Shegaye, Salelew Endalamaw
Department of Psychiatry, College of Medicine and Health Sciences, University of Gondar, Gondar, Ethiopia.
Adv Med Educ Pract. 2020 Nov 2;11:817-824. doi: 10.2147/AMEP.S275490. eCollection 2020.
The experience of extreme worry and self-doubt before taking a test can drastically hinder an individual's ability to perform well and may lead to miserable. Studies about test anxiety and associated factors among first-year health science students in Ethiopia are limited. Therefore, this study is meant to provide essential data for future interventions.
To assess test anxiety and associated factors among first-year regular undergraduate health science students of the University of Gondar, northwest Ethiopia, 2019.
An institutional-based cross-sectional study with a stratified random sampling technique. Test anxiety was assessed using the Test Anxiety Questionnaire. Data were analyzed using Statistical Package for Social Science (SPSS) version 20. Bivariate and multivariate logistic regression analysis was performed. A -value of less than 0.05 was considered statistically significant in the multivariate analysis, and the strength of association was measured using adjusted odds ratio at a 95% confidence interval.
In this study, the prevalence of test anxiety was 54.7% (95% CI=49.40-60.20). The result revealed that fathers' education of grade 9-12 (AOR=0.31, 95% CI=0.14-0.69), mothers' education of grade 9-12 (AOR=2.43, 95% CI=1.07-5.47), psychological distress (AOR=8.37, 95% CI=4.29-16.39), the field of studies; midwifery (AOR=3.56, 95% CI=1.07-11.76), and medicine (AOR=6.79, 95% CI=1.64-28.22) were significantly associated with test anxiety at a -value<0.05.
The study found that test anxiety is a major problem of first-year undergraduate health science students. Mothers' education of grades 9-12, psychological distress, midwifery, and medical field of studies were risk factors of test anxiety, whereas fathers' education of grade 9-12 was protective for test anxiety. This showed that an increment in the education of father and mother has a controversial effect on test anxiety. It can be reduced by providing suitable trainings for first-year health science students in dealing with factors causing test anxiety.
考试前极度担忧和自我怀疑的经历会严重阻碍个人的良好表现，并可能导致糟糕的结果。关于埃塞俄比亚一年级健康科学专业学生考试焦虑及相关因素的研究有限。因此，本研究旨在为未来的干预措施提供重要数据。
评估2019年埃塞俄比亚西北部贡德尔大学一年级正规本科健康科学专业学生的考试焦虑及相关因素。
采用基于机构的横断面研究，并运用分层随机抽样技术。使用考试焦虑问卷评估考试焦虑。数据采用社会科学统计软件包（SPSS）20版进行分析。进行双变量和多变量逻辑回归分析。在多变量分析中，P值小于0.05被认为具有统计学意义，关联强度通过95%置信区间的调整比值比来衡量。
在本研究中，考试焦虑的患病率为54.7%（95%CI = 49.40 - 60.20）。结果显示，父亲受教育程度为九年级至十二年级（AOR = 0.31，95%CI = 0.14 - 0.69）、母亲受教育程度为九年级至十二年级（AOR = 2.43，95%CI = 1.07 - 5.47）、心理困扰（AOR = 8.37，95%CI = 4.29 - 16.39）、所学专业；助产（AOR = 3.56，95%CI = 1.07 - 11.76）和医学（AOR = 6.79，95%CI = 1.64 - 28.22）在P值<0.05时与考试焦虑显著相关。
该研究发现考试焦虑是一年级本科健康科学专业学生的一个主要问题。母亲受教育程度为九年级至十二年级、心理困扰、助产和医学专业是考试焦虑的危险因素，而父亲受教育程度为九年级至十二年级对考试焦虑具有保护作用。这表明父母教育程度的提高对考试焦虑有相反的影响。通过为一年级健康科学专业学生提供应对导致考试焦虑因素的适当培训，可以降低考试焦虑。
