Feedback Analysis of Test Anxiety and Academic Performance Among Students

John Pastor Ansah, Jing Xin Leow

Source Title: International Journal of System Dynamics Applications (IJSDA)9(4)

ISSN: 2160-9772|EISSN: 2160-9799|EISBN13: 9781799807964|DOI: 10.4018/IJSDA.2020100105

MLA

Ansah, John Pastor, and Jing Xin Leow. "Feedback Analysis of Test Anxiety and Academic Performance Among Students." IJSDA vol.9, no.4 2020: pp.100-110. http://doi.org/10.4018/IJSDA.2020100105

APA

Ansah, J. P. & Leow, J. X. (2020). Feedback Analysis of Test Anxiety and Academic Performance Among Students. International Journal of System Dynamics Applications (IJSDA), 9(4), 100-110. http://doi.org/10.4018/IJSDA.2020100105

Chicago

Ansah, John Pastor, and Jing Xin Leow. "Feedback Analysis of Test Anxiety and Academic Performance Among Students," International Journal of System Dynamics Applications (IJSDA) 9, no.4: 100-110. http://doi.org/10.4018/IJSDA.2020100105

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Abstract

Previous research has shown that test anxiety among students affects academic performance. Understanding the feedback mechanisms underlying the dynamics of test anxiety and academic performance among students will inform the development of interventions to cut the prevalence of text anxiety. Many theories have been proposed to explain the underlying causes of text anxiety and academic performance. In this research, the authors sought to synthesize the dominate theories of test anxiety and academic performance (i.e., cognitive attention model, learning deficit model, dual deficit model, and social learning model) and translate it into an explicit system dynamic simulation model that captures the main feedback loops. Simulation experiments were implement using synthetic data and variation of few parameters in the experiments produced realistic trajectories of students' academic performance.