Examination stress in relation to intelligence, personality and achievement motivation among school children

Abstract

The aim of the present study was to study the examination stress in relation to intelligence, personality and achievement motivation among 400 school students of Punjab. The tools used were Cattell s Culture Fair Intelligence Test Scale 2, Indian Adaptation of Contact Personality Factor Test prepared by S.S. Srivastava, Indian Adaptation of TAT prepared by Uma Choudhary and Examination Stress Scale developed by the investigator. The findings indicated that majority of the school children feel stress of examination, male and female school children feel different levels of examination stress. Female students suffer more stress from examination than male students, the school children having high intelligence feel less stress than those with low intelligence, introverts suffer more examination stress than extroverts, the school children having high achievement motivation feel less stress of examination than those who have low level of achievement motivation, different levels of intelligence and personality have significant interactive affect on the different levels of examination stress of school children, there is a significant interactive affect of different levels of personality and achievement motivation on the examination stress of school children, [2]different levels of intelligence and achievement motivation have no significant interactive affect on the examination stress of school children and interaction of intelligence, personality and achievement motivation have no significant effect on the examination stress of school children.