قلق الإمتحان وعلاقته بدافعية التحصيل الأكاديمي لدى طلاب كلية التربية - جامعة السودان للعلوم والتكنولوجيا
This study aimed at finding out the relationship between test anxiety and motivation of academic achievement among students of the Faculty of Education, Sudan University of Science and Technology. The study was applied to a sample of (200) students male (74) students and (126) female students randomly selected. The researcher also used the following tools to collect information: the Spiegelberger Test Scale and the Academic Achievement Measure of Muhayad Al-Mutawakel. The researcher then used the social statistical packages (SPSS) to analyze the data. The study reached the following results: 1) The test anxiety for the students of the Faculty of Education, Sudan University of Science and Technology is high. 2) The motivation of academic achievement among the students of the Faculty of Education Sudan University of Science and Technology is high. 3) There is a negative correlation between test anxiety and motivation for academic achievement among students of the Faculty of Education, Sudan University of Science and Technology. 4) There are differences of statistical significance in the motivation of academic achievement of students of the Faculty of Education Sudan University of Science and Technology according to the gender variable in favor of females. 5) There are no statistically significant differences in the level of test anxiety among the students of the Faculty of Education, Sudan University of Science and Technology according to the gender variable. 6) There are no statistically significant differences in the motivation of academic achievement among the students of the Faculty of Education Sudan University of Science and Technology according to the variable of specialization according to the variable of specialization. 7) There are no statistically significant differences in test anxiety among students of the Faculty of Education, Sudan University of Science and Technology, according to the specialization variable. Based on these results, the researcher recommended a number of recommendations, the most important of which are: encourage students to social interaction and cooperation among themselves to reflect on their academic adjustment, which may help in overcoming the problem of test anxiety. (Author’s abstract)