Relationship between Test Anxiety and Psychological Well-Being among Graduate Students: A Case of Daystar University, Kenya

Abstract

The aim of the study was to establish the perception of the testing process among graduate students, to determine the prevalence of test anxiety among graduate students, examine the psychological well-being among graduate students, and to establish the relationship between test anxiety and psychological well-being. The objectives included establishing perceptions of the testing process determining the prevalence of test anxiety, examining psychological well-being, and establishing the relationship between test anxiety and psychological well-being. This study hypothesized that higher levels of test anxiety would be associated with lower psychological well-being among graduate students. The study was grounded in cognitive-behavioral and transactional stress theories. A cross-sectional study design was used, and data were collected using structured questionnaires. The accessible population was 1,098 graduate students in the School of Applied Human Sciences at Daystar University. A sample size of 293 participants was determined using Yamane's formula. The data gathered were analyzed using SPSS through descriptive statistics, correlation, and cross-tabulation analyses. The study achieved a response rate of 52.6% (154 participants). Analysis of test anxiety levels revealed that 35.7% of participants had moderate test anxiety, 32.5% had high test anxiety, 20.1% had low test anxiety, and 11.7% had extremely high-test anxiety. No significant associations were found between test anxiety levels and gender (χ² = 1.302, p = 0.729) or age (χ² = 12.690, p = 0.392). Perceptions of the testing process showed an overall moderately positive perception (M = 2.98, SD = 0.70), with exam schedule communication, professionalism of invigilators, and clarity of exam instructions being the most positively perceived aspects. Analysis of academic-related psychological states revealed that 44.2% of participants had concerning (32.5%) or poor (11.7%) psychological states. The correlation analysis showed a strong negative relationship between test anxiety scores and psychological well-being scores (r = -0.512, p < 0.01). Cross-tabulation analyses revealed significant relationships between test anxiety levels and confidence in exam performance (χ² = 31.186, p < 0.001) and perception of university support (χ² = 16.749, p = 0.010), with higher anxiety associated with lower confidence and perceived support. The study concluded that test anxiety was a significant issue among graduate students at Daystar University, with notable impacts on their psychological well-being. The study recommended that the university develop comprehensive mental health policies, expand student support services, and conduct further research to address the challenges posed by test anxiety and promote the psychological well-being of graduate students.