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ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue IX September 2025

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The Effect of Achievement Motivation and Perfectionism on Test

Anxiety: Evidence from Purulia District Adolescents

Santanu Layek

., Bijay Kumar Mohanty

., Samirranjan Adhikari

Research Scholar, Department of Education, Swami Vivekananda University, Barrackpore, West

Bengal, India

Professor, Department of Education, Swami Vivekananda University, Barrackpore, West Bengal,

India

Professor, Department of Education, Sidho-Kanho-Birsha University, Purulia, West Bengal, India

DOI: https://doi.org/10.51244/IJRSI.2025.120800315

Received: 05 Sep 2025; Accepted: 11 Sep 2025; Published: 09 October 2025

ABSTRACT

Test anxiety remains a pervasive psychological concern that adversely affects adolescents’ academic

performance and emotional well-being. This study investigates the combined effects of achievement

motivation and perfectionism on test anxiety among school-going adolescents in Purulia district, West Bengal.

Using a correlational research design, a stratified random sample of 516 students from classes IX and X was

assessed through the Achievement Motivation Scale (Deo & Mohan, 1985), the Perfectionist Self-

Presentation Scale (Hewitt et al., 2003), and the Friedben Test Anxiety Scale (Friedben & Benadas-Jacob,

1997). Stepwise multiple regression analyses were conducted separately for male, female, and combined

groups of adolescents. Findings revealed that both maladaptive dimensions of perfectionism (e.g., non-display

of imperfection, perfectionistic self-promotion) and certain facets of achievement motivation (e.g.,

achievement anxiety) significantly predicted higher levels of test anxiety, with variations across gender. The

results underscore the intricate interplay between motivational and personality factors in shaping adolescents’

evaluative stress. These findings hold practical implications for educators, parents, and policymakers to design

interventions that foster adaptive motivation while mitigating the maladaptive aspects of perfectionism,

thereby promoting academic resilience.

Keywords: Test Anxiety, Achievement Motivation, Perfectionism, Adolescents, Purulia District

INTRODUCTION

Test anxiety is a pervasive psychological phenomenon that significantly affects the academic performance and

emotional well-being of students across various educational settings. It has been conceptualised as a situation-

specific trait characterised by worry, tension, and physiological arousal in evaluative contexts (Spielberger,

1980; Zeidner, 1998). Among adolescents, particularly those in school, test anxiety often becomes a critical

barrier to optimal academic achievement and can negatively impact self-concept and mental health.

Two important psychological factors closely associated with test anxiety are achievement motivation and

perfectionism. Achievement motivation refers to the internal drive that compels individuals to strive for

success, overcome challenges, and attain excellence (Elliot & Church, 1997). Students with high achievement

motivation tend to perceive examinations as opportunities for growth; however, when such motivation is

coupled with external pressures, it can also heighten anxiety levels.

Perfectionism, on the other hand, has been identified as a multidimensional construct encompassing both

adaptive and maladaptive aspects (Hewitt & Flett, 1991; Frost et al., 1990). While adaptive perfectionism

can foster diligence and persistence, maladaptive perfectionism often leads to excessive worry about mistakes,

fear of negative evaluation, and heightened vulnerability to test anxiety. Research evidence suggests that

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue IX September 2025

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perfectionistic tendencies amplify the stress experienced during evaluative situations, thereby exacerbating test

anxiety (Hewitt, Flett, & Ediger, 1996).

Adolescence, as a transitional stage of development, is particularly sensitive to these psychological dynamics.

The school environment, coupled with parental and societal expectations, intensifies the interplay between

achievement motivation, perfectionism, and test anxiety (Putwain & Symes, 2011). Understanding this

relationship in the context of the Purulia district is crucial, as socio-cultural and educational factors may

uniquely influence adolescents’ experiences of academic stress.

Therefore, this study aims to investigate the effect of achievement motivation and perfectionism on test anxiety

among school-going adolescents of Purulia district. The findings are expected to contribute to the growing

body of literature on adolescent psychology and provide practical insights for educators, parents, and

policymakers to design effective intervention strategies that reduce test anxiety and promote academic

resilience.

Rationale of the Study

Adolescence is a critical stage of human development characterised by rapid physical, emotional, and

cognitive changes. During this period, academic achievement becomes a central concern for students, parents,

and educators alike. However, the increasing academic demands and evaluative pressures often lead to

heightened levels of test anxiety, which adversely impact not only students’ performance but also their

psychological well-being (Zeidner, 1998; Spielberger, 1980).

A large body of research has shown that test anxiety is influenced by both motivational and personality-

related factors (Putwain & Symes, 2011). Achievement motivation plays a significant role in determining

how students approach academic challenges—while higher motivation may encourage perseverance and

resilience, it may also, under excessive pressure, contribute to increased anxiety (Elliot & Church, 1997). On

the other hand, perfectionism has been widely associated with anxiety and stress in academic settings (Hewitt

& Flett, 1991; Frost et al., 1990). While adaptive perfectionism may promote diligence, maladaptive

perfectionism often results in fear of failure, negative self-evaluation, and heightened susceptibility to test

anxiety (Hewitt, Flett, & Ediger, 1996).

In the Indian context, where academic success is often equated with future security and social recognition, the

pressure on adolescents to perform well in examinations is particularly intense. Previous studies have indicated

that socio-cultural and regional factors shape students’ motivational orientations and perfectionist tendencies

(Deb, Strodl, & Sun, 2015). However, there is limited empirical research that specifically examines the

combined effect of achievement motivation and perfectionism on test anxiety among school-going adolescents

in semi-urban and rural regions such as the Purulia district of West Bengal.

Therefore, this study is significant as it seeks to bridge this gap by providing insights into how these

psychological factors interact in shaping adolescents’ academic experiences in Purulia. The findings will not

only enrich the literature on test anxiety but will also inform educators, parents, and policymakers to

develop targeted interventions aimed at reducing academic stress and enhancing resilience among adolescents.

Objective of the Study

The specific objective of the study was—

: To construct a multiple regression equation to predict test anxiety with the help of different facets of

achievement motivation and perfectionism of the male and female school-going adolescents, considering

them as a whole.

: To construct a multiple regression equation to predict test anxiety with the help of

Different facets of achievement motivation and perfectionism among female school-going adolescents.

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: To construct a multiple regression equation to predict test anxiety with the help of different facets of

achievement motivation and perfectionism of the male school-going adolescents only.

The Hypotheses were—

: There remain statistically significant multiple regression coefficients to frame the equation to predict test

anxiety with the help of different facets of achievement motivation and perfectionism of the school-going

adolescents (considering males and females as a whole).

: There remain statistically significant multiple regression coefficients to frame the equation to predict test

anxiety with the help of different facets of achievement motivation and perfectionism of the female school-

going adolescents.

: There remain statistically significant multiple regression coefficients to frame the equation to predict test

anxiety with the help of different facets of achievement motivation and perfectionism of the male school-

going adolescents.

REVIEW OF THE LITERATURE

Achievement motivation and perfectionism are critical psychological constructs influencing students’

emotional responses to academic challenges, particularly test anxiety, which is a widespread concern among

adolescents (Elliot & Murayama, 2008; Stoeber & Rambow, 2007). Understanding the interplay of these

factors within the socio-cultural context of Purulia district can provide valuable insights into adolescent

academic well-being and inform interventions for reducing test-related stress (Putwain & Daly, 2014).

Test Anxiety and Academic Performance

Test anxiety is one of the most extensively examined constructs in educational psychology, as it exerts a

detrimental influence on students’ academic achievement, self-concept, and psychological well-being

(Zeidner, 1998). Spielberger (1980) defined test anxiety as a situation-specific trait characterised by worry

and emotionality, while later models emphasised its multidimensional nature, highlighting its adverse effects

on working memory, attention regulation, and problem-solving efficiency (Eysenck, Derakshan, Santos, &

Calvo, 2007). Empirical findings indicate that adolescents with elevated test anxiety frequently underachieve

academically despite adequate preparation and knowledge (Cassady & Johnson, 2002).

Achievement Motivation and Test Anxiety

Achievement motivation refers to an individual’s internal drive to accomplish goals, strive for excellence, and

avoid failure (McClelland, 1961). Building on earlier theories, Elliot and Church (1997) proposed a

hierarchical framework distinguishing approach-oriented and avoidance-oriented motives. Research

consistently shows that higher achievement motivation enhances academic performance (Atkinson, 1964), yet

when paired with an intense fear of failure, it can heighten susceptibility to test anxiety (Rana & Mahmood,

2010). In the Indian context, studies underscore that parental expectations, peer comparison, and societal

pressures strongly shape adolescents’ motivation, often leading to heightened anxiety when aspirations remain

unmet (Deb, Strodl, & Sun, 2015).

Perfectionism and Test Anxiety

Perfectionism has been recognised as a critical personality factor influencing academic stress and anxiety.

Frost et al. (1990) identified six dimensions of perfectionism—particularly concern over mistakes and doubts

about actions—as strongly associated with anxiety in academic settings. Hewitt and Flett (1991) further

differentiated self-oriented, socially prescribed, and other-oriented perfectionism, with socially prescribed

perfectionism most consistently linked to test anxiety and psychological distress (Stoeber & Rambow, 2007).

Longitudinal research demonstrates that maladaptive perfectionism significantly increases vulnerability to

depression and anxiety across adolescence (Hewitt, Flett, & Ediger, 1996).

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Interaction of Achievement Motivation, Perfectionism, and Test Anxiety

Contemporary research emphasises the interaction between motivation and perfectionism in shaping test

anxiety. Bong, Hwang, Noh, and Kim (2014) showed that maladaptive perfectionism exacerbates the anxiety

experienced by students with high achievement motivation. Similarly, Damoc (2014) found that avoidance-

oriented motivation, when coupled with perfectionist tendencies, predicts heightened levels of test anxiety.

Putwain and Symes (2011) highlighted that external stressors such as parental and teacher-induced fear

appeals further intensify the combined negative effects of perfectionism and achievement-related pressures.

Indian Context and Research Gap

Indian studies highlight the pervasive nature of academic stress and test anxiety due to the culture of

competitive examinations and societal expectations (Deb, Strodl, & Sun, 2015; Deb, Thomas, & Walsh,

2015). However, the majority of such research has been conducted in urban or metropolitan settings, with

limited focus on semi-urban and rural areas like Purulia district in West Bengal. Given that socio-economic,

cultural, and educational conditions significantly influence adolescents’ motivation, perfectionist tendencies,

and test-related anxiety, region-specific research is crucial. The present study addresses this gap by probing

the effects of achievement motivation and perfectionism on test anxiety among school-going adolescents in

Purulia.

RESEARCH METHODOLOGY

The present study was carried out through a correlational research design. The details regarding the method of

research design, sample, research instrument, procedure of data collection and statistical analysis are reported

herewith.

Research Design

The research design adopted in the present study is presented hereunder.

Variables

In the present study following variables were considered.

Independent Variable

The following variables were the independent variables in the present study –

(i) Achievement Motivation

(ii) Perfectionism

Dependent Variable

Test Anxiety was the dependent variable in the present study.

Sample

Sample selection is a crucial component of empirical research as it ensures the representativeness, validity,

and generalizability of findings (Creswell & Creswell, 2018). In the present study, a multiphasic stratified

random sampling technique was employed to select 516 school-going adolescents (aged 14–16 years) from

classes IX and X across 12 government-sponsored Bengali medium secondary and higher secondary schools

in Purulia District, West Bengal, thereby minimising sampling bias and enhancing reliability (Best & Kahn,

2016).

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Tools of Research

The following research tools were used in the present study for data collection. The tools will be selected by

applying yardsticks of relevance, appropriateness, reliability, validity and suitability. A brief description of

each type of tool is given hereunder.

Achievement Motivation (n-Ach) Scale (Deo & Mohan, 1985)

To assess achievement motivation among prospective teachers, the Achievement Motivation (n-Ach) Scale

developed by Deo and Mohan (1985) was employed. The instrument comprises 50 self-report items and can

be administered either individually or in groups without a time limit. For positive items, the assigned weights

are 4 for Always, 3 for Frequently, 2 for Sometimes, 1 for Rarely, and 0 for Never. In contrast, negative items

are scored with 0 for Always, 1 for Frequently, 2 for Sometimes, 3 for Rarely, and 4 for Never. It has been

widely used in the Indian context to measure students’ drive for achievement and their orientation toward

excellence (Deo & Mohan, 1985; Mohan & Deo, 2004).

Perfectionist Self-Presentation Scale (PSPS)

Perfectionist self-presentation refers to the interpersonal expression of perfection and has been linked to

various maladaptive psychological outcomes of the 4 perfectionism dimensions (Hewitt et al., 2003). This

27-item self-report measure reflects a multidimensional model with three subscales: Perfectionist Self-

Promotion, Non-display of Imperfection, and Nondisclosure of Imperfection. The PSPS employs a Likert-

type response format ranging from 1 (strongly disagree) to 7 (strongly agree), where higher scores indicate

greater tendencies toward perfectionistic self-presentation. Evidence from both clinical and non-clinical

samples demonstrates strong construct validity and reliability of the PSPS, making it a robust tool for

examining the role of perfectionist self-presentation in youth psychopathology (Hewitt, Blasberg, Flett,

Besser, Sherry, & Cheng, 2011).

Friedben Test Anxiety Scale (FTA; Friedben & Benadas-Jacob, 1997)

To evaluate test anxiety among adolescents, the Friedben Test Anxiety Scale (FTA) developed by Friedben

and Benadas-Jacob (1997) was utilised. The scale consists of 23 items grouped into three subscales: (a)

Social Derogation—concerns about social belittlement or devaluation following test failure; (b) Cognitive

Obstruction—difficulties with concentration, recall, and problem-solving before or during a test; and (c)

Tenseness—physiological and emotional discomfort. Each item is rated on a 5-point Likert scale, ranging

from 1 (Does not characterise me at all) to 5 (Characterised me perfectly), allowing for a nuanced

understanding of an individual’s anxiety level in test-taking situations. Cross-validation and generalisation

studies support the replicability of its factor structure, while construct validity evidence highlights its

effectiveness in capturing the multidimensional nature of test anxiety in adolescents (Friedben & Benadas-

Jacob, 1997).

RESULTS

Here, the results of the multiple regression analysis are presented in tabular form.

The effect of “Achievement Motivation” and “Perfectionism” on the “Test Anxiety” of school-going

adolescents was studied in this research work. So, “Test Anxiety” was considered the dependent variable,

whereas the facets of “Achievement Motivation” and “Perfectionism” were considered as independent

variables.

Considering female and male school-going adolescents as a whole, again considering female and male school-

going adolescents separately, three different analyses were done.

Multiple Regression Analysis in “Stepwise” Method by Considering Test Anxiety as Dependent

Variable and Different Dimensions of Achievement Motivation and Perfectionism as Independent

Variables (Total School-Going Adolescents Considering Males and Females as a Whole)

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The results of the analysis are presented herewith to test the following hypothesis:

Hypothesis H

: There remain statistically significant multiple regression coefficients to frame the equation to

predict test anxiety with the help of different facets of achievement motivation and perfectionism of the

school-going adolescents, considering females and males as a whole.

Table 4.1 (a): Variables Entered in Multiple Regression Analysis Considering Test Anxiety of School-Going

Adolescents as Dependent Variable

Model

Variables Entered

Method

Non-display of Imperfection

Stepwise (Criteria: Probability-of-F-to-enter <= 0.050)

Interpersonal Relations

Stepwise (Criteria: Probability-of-F-to-enter <= 0.050)

Perfectionistic Self-Promotion

Stepwise (Criteria: Probability-of-F-to-enter <= 0.050)

Achievement Anxiety

Stepwise (Criteria: Probability-of-F-to-enter <= 0.050)

Sports

Stepwise (Criteria: Probability-of-F-to-enter <= 0.050)

Table 4.1(a) shows variables entered in multiple regression analysis.

The dependent variable was the Test Anxiety of the school-going adolescents.

Independent variables were dimensions of Achievement Motivation and Perfectionism of school-going

adolescents.

Method of analysis –here, the stepwise method of analysis was considered.

Table 4.1 (b): Model Summary in Multiple Regression Analysis Considering Test Anxiety of School-Going

Adolescents as Dependent Variable

Model

Adjuste

d R

Std. Error of

the Estimate

Change Statistics

Change

Sig. F

Change

0.348

0.12

0.11

0.37

0.01

5.45

510

0.02

e. Predictors: (Constant), Non-display of Imperfection, Interpersonal Relations, Perfectionistic Self-Promotion,

Achievement Anxiety, Sports

Table 4.1 (c): ANOVA in Multiple Regression Analysis Considering Test Anxiety of School-Going

Adolescents as Dependent Variable

Model

Sum of Squares

Mean Square

Sig.

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Regression

9.69

1.94

14.09

0.000

Residual

70.19

510

0.14

Total

79.88

515

a. Dependent Variable: Test Anxiety

f. Predictors: (Constant), Non-display of Imperfection, Interpersonal Relations, Perfectionistic Self-Promotion,

Achievement Anxiety, Sports

Table 4.1 (d): Coefficients in Multiple Regression Analysis Considering Test Anxiety of School-Going

Adolescents as Dependent Variable

Model

Unstandardised

Coefficients

Standardised

Coefficients

Sig.

Std. Error

(Constant)

-0.45

0.07

-6.81

0.00

Non-display of Imperfection

0.26

0.02

0.29

11.06

0.00

Interpersonal Relations

0.27

0.02

0.30

12.48

0.00

Perfectionistic Self-Promotion

0.13

0.02

0.15

7.58

0.00

Achievement Anxiety

0.14

0.02

0.18

7.84

0.00

Sports

0.11

0.02

0.13

6.30

0.00

Table 4.1 (d) shows the coefficient of multiple regression analysis. For the Model 5, the linear multiple

regression equation was as follows:

Test Anxiety

-0.45

0.26

0.27

Non-display of

Imperfection

Interpersonal

Relations

Perfectionistic

Self-Promotion

Achievement

Anxiety

Sports

0.13

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0.14

0.11

Test Anxiety = - 0.45 + 0.26 × Non-display of Imperfection + 0.27 × Interpersonal Relations + 0.13 ×

Perfectionistic Self-Promotion + 0.14 × Achievement Anxiety + 0.11 × Sports.

Multiple Regression Analysis in “Stepwise” Method by Considering Test Anxiety as Dependent

Variable and Different Dimensions of Achievement Motivation and Perfectionism of the Female School-

Going Adolescents as Independent Variables

The results of the analysis are presented herewith to test the following hypothesis:

Hypothesis H

: There remain statistically significant multiple regression coefficients to frame the equation to

predict test anxiety with the help of different facets of achievement motivation and perfectionism of the

female school-going adolescents.

Table 4.2 (a): Variables Entered in Multiple Regression Analysis Considering Test Anxiety of Female School-

Going Adolescents as Dependent Variable

Model

Variables Entered

Method

Perfectionistic Self-Promotion

Stepwise (Criteria: Probability-of-F-to-enter <= 0.050)

Interpersonal Relations

Stepwise (Criteria: Probability-of-F-to-enter <= 0.050)

Non-display of Imperfection

Stepwise (Criteria: Probability-of-F-to-enter <= 0.050)

Sports

Stepwise (Criteria: Probability-of-F-to-enter <= 0.050)

General Interest

Stepwise (Criteria: Probability-of-F-to-enter <= 0.050)

Need for Achievement

Stepwise (Criteria: Probability-of-F-to-enter <= 0.050)

Relevance of School to Future Goals

Stepwise (Criteria: Probability-of-F-to-enter <= 0.050)

Achievement Anxiety

Stepwise (Criteria: Probability-of-F-to-enter <= 0.050)

Table 4.2(a) shows variables entered in multiple regression analysis.

The dependent variable was the Test Anxiety of the school-going adolescents.

Independent variables were dimensions of Achievement Motivation and Perfectionism of school-going

adolescents.

Method of analysis –here, the stepwise method of analysis was considered.

Table 4.2 (b): Model Summary in Multiple Regression Analysis Considering Test Anxiety of Female School-

Going Adolescents as Dependent Variable

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Model

Adjusted

Std. Error

of the

Estimate

Change Statistics

Change

Sig. F

Change

0.431

0.19

0.16

0.34

0.01

4.20

311

0.04

h. Predictors: (Constant), Perfectionistic Self-Promotion, Interpersonal Relations, Non-display of Imperfection,

Sports, General Interest, Need for Achievement, Relevance of School to Future Goals, Achievement Anxiety

Table 4.2 (c): ANOVA in Multiple Regression Analysis Considering Test Anxiety of Female School-Going

Adolescents as Dependent Variable

Model

Sum of Squares

Mean Square

Sig.

Regression

8.32

1.04

8.87

0.000

Residual

36.45

311

0.12

Total

44.77

319

a. Dependent Variable: Test Anxiety

i. Predictors: (Constant), Perfectionistic Self-Promotion, Interpersonal Relations, Non-display of Imperfection,

Sports, General Interest, Need for Achievement, Relevance of School to Future Goals, Achievement Anxiety

Table 4.2 (d): Coefficients in Multiple Regression Analysis Considering Test Anxiety of Female School-

Going Adolescents as Dependent Variable

Model

Unstandardised

Coefficients

Standardised

Coefficients

Sig.

Std. Error

(Constant)

2.19

0.20

10.74

0.00

Perfectionistic Self-Promotion

0.12

0.03

0.21

3.83

0.00

Interpersonal Relations

-0.11

0.03

-0.21

-4.06

0.00

Non-display of Imperfection

0.11

0.04

0.15

2.70

0.01

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Sports

0.06

0.03

0.12

2.13

0.03

General Interest

-0.06

0.03

-0.13

-2.45

0.01

Need for Achievement

0.07

0.03

0.16

2.70

0.01

Relevance of School to Future Goals

-0.04

0.02

-0.13

-2.51

0.01

Achievement Anxiety

0.03

0.01

0.11

2.05

0.04

Table 4.2 (d) shows the coefficient of multiple regression analysis. For the Model 5, the linear multiple

regression equation was as follows:

Test

Anxiety

2.19

0.12

-0.11

0.11

Self-

Promoti

Relation

Non-

displ

Sport

Genera

Interes

Achievemen

Future

Goals

Anxiet

0.06

-0.06

0.07

-0.04

0.03

Test Anxiety = 2.19 + 0.12 × Perfectionistic Self-Promotion - 0.11 × Interpersonal Relations + 0.11 × Non-

display of Imperfection + 0.06 × Sports - 0.06 × General Interest + 0.07 × Need for Achievement + 0.04 ×

Relevance of School to Future Goals + 0.03 × Achievement Anxiety

Multiple Regression Analysis in “Stepwise” Method by Considering Test Anxiety as Dependent

Variable and Different Dimensions of Achievement Motivation and Perfectionism of Male School-

Going Adolescents as Independent Variables

The results of the analysis are presented herewith to test the following hypothesis:

Hypothesis H

: There remain statistically significant multiple regression coefficients to frame the equation to

predict test anxiety with the help of different facets of achievement motivation and perfectionism of the male

school-going adolescents.

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Table 4.3 (a): Variables Entered in Multiple Regression Analysis Considering Test Anxiety of Male School-

Going Adolescents as Dependent Variable

Model

Variables Entered

Method

Nondisclosure of Imperfection

Stepwise (Criteria: Probability-of-F-to-enter <= 0.050)

Non-display of Imperfection

Stepwise (Criteria: Probability-of-F-to-enter <= 0.050)

Interpersonal Relations

Stepwise (Criteria: Probability-of-F-to-enter <= 0.050)

Achievement Anxiety

Stepwise (Criteria: Probability-of-F-to-enter <= 0.050)

Table 4.3(a) shows variables entered in multiple regression analysis.

The dependent variable was the Test Anxiety of the school-going adolescents.

Independent variables were dimensions of Achievement Motivation and Perfectionism of school-going

adolescents.

Method of analysis –here, the stepwise method of analysis was considered.

Table 4.3 (b): Model Summary in Multiple Regression Analysis Considering Test Anxiety of Male School-

Going Adolescents as Dependent Variable

Model

Adjuste

d R

Std. Error

of the

Estimate

Change Statistics

Change

Sig. F Change

0.391

0.15

0.13

0.36

0.03

6.09

191

0.01

d. Predictors: (Constant), Nondisclosure of Imperfection, Non-display of Imperfection, Interpersonal Relations,

Achievement Anxiety

Table 4.3 (c): ANOVA in Multiple Regression Analysis Considering Test Anxiety of Male School-Going

Adolescents as Dependent Variable

Model

Sum of Squares

Mean Square

Sig.

Regression

4.34

1.09

8.59

0.000

Residual

24.13

191

0.13

Total

28.47

195

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a. Dependent Variable: Test Anxiety

e. Predictors: (Constant), Nondisclosure of Imperfection, Non-display of Imperfection, Interpersonal

Relations, Achievement Anxiety

Table 4.3 (d): Coefficients in Multiple Regression Analysis Considering Test Anxiety of Male School-Going

Adolescents as Dependent Variable

Model

Unstandardised

Coefficients

Standardised

Coefficients

Sig.

Std. Error

(Constant)

2.00

0.22

9.21

0.00

Nondisclosure of Imperfection

0.12

0.04

0.21

3.08

0.00

Non-display of Imperfection

0.13

0.04

0.21

2.97

0.00

Interpersonal Relations

-0.09

0.04

-0.17

-2.51

0.01

Achievement Anxiety

0.04

0.02

0.17

2.47

0.01

Table 4.3 (d) shows the coefficient of multiple regression analysis. For the Model 4, the linear multiple

regression equation was as follows:

Test Anxiety

2.00

0.12

0.13

Nondisclosure

of Imperfection

Non-display

Imperfection

Interpersonal

Relations

Achieveme

nt Anxiety

-0.09

0.04

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Test Anxiety = 2.00 + 0.12 × Nondisclosure of Imperfection + 0.13 × Non-display of Imperfection – 0.09 ×

Interpersonal Relations + 0.04 × Achievement Anxiety

Hypothesis-Wise Discussion

Here is a hypothesis-wise discussion section based on the results. The discussion is structured under H

, H

and H

, interpreting the results, linking them to prior studies, and adding proper citations with references.

Hypothesis H

The findings supported H

, as the regression analysis indicated that test anxiety could be significantly

predicted by dimensions of both perfectionism and achievement motivation. Specifically, non-display of

imperfection, interpersonal relations, perfectionistic self-promotion, achievement anxiety, and sports

orientation emerged as significant predictors. This suggests that maladaptive perfectionistic tendencies (such

as hiding flaws) and anxiety tied to achievement contribute substantially to test-related stress. These results

resonate with earlier findings that perfectionism, particularly its maladaptive components, is closely linked

with heightened test anxiety (Hewitt & Flett, 1991; Stoeber & Rambow, 2007). Moreover, the role of

achievement anxiety aligns with Elliot and Church’s (1997) hierarchical model of achievement motivation,

which posits that avoidance-oriented motives amplify anxiety in evaluative contexts.

Hypothesis H

The results confirmed H

, showing that test anxiety among female adolescents was predicted by a broader

set of variables: perfectionistic self-promotion, interpersonal relations, non-display of imperfection, sports,

general interest, need for achievement, relevance of school to future goals, and achievement anxiety.

Interestingly, interpersonal relations and general interest negatively predicted test anxiety, suggesting that

supportive peer relations and intrinsic interest may buffer against stress. These findings are consistent with

research demonstrating gendered differences in perfectionism and motivation, where female students often

internalise higher academic expectations and are more vulnerable to socially prescribed perfectionism (Frost

et al., 1990; Hewitt, Flett, & Ediger, 1996). At the same time, positive social connectedness appears to serve

as a protective factor, echoing Putwain and Symes’ (2011) conclusion that supportive classroom climates

mitigate the adverse effects of test-related pressures.

Hypothesis H

was also supported. Among male adolescents, nondisclosure of imperfection, non-display of imperfection,

and achievement anxiety positively predicted test anxiety, while interpersonal relations had a negative effect.

These findings indicate that males, too, are affected by perfectionistic tendencies, particularly those associated

with concealing flaws. However, interpersonal relationships again acted as a buffer against anxiety, consistent

with evidence that peer support enhances emotional resilience among male students (Rana & Mahmood,

2010). The results parallel studies highlighting that socially prescribed perfectionism contributes to higher

anxiety across genders (Bong et al., 2014; Damoc, 2014), but also emphasise that male students may

experience unique protective factors through peer bonding.

Overall Discussion

The three hypotheses collectively confirm that achievement motivation and perfectionism significantly shape

adolescents’ test anxiety, though their predictive roles differ by gender. Perfectionistic tendencies consistently

heightened anxiety across groups; however, female students exhibited a more complex interplay of

motivational and relational factors, while male students’ anxiety was closely tied to concealing imperfection.

These findings highlight the importance of gender-sensitive strategies in addressing academic stress and align

with Indian evidence that socio-cultural expectations distinctly influence adolescents’ motivational

orientations and anxiety outcomes (Deb, Strodl, & Sun, 2015; Stoeber, 2018).

Although the predictors were statistically significant, the effect sizes were modest, with R² values ranging

between 0.12 and 0.19. This indicates that perfectionism and achievement motivation, while important,

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explain only a portion of the variance in test anxiety. Standardised beta values (β ≈ 0.29–0.30 for non-display

of imperfection and interpersonal relations) indicate moderate influences, whereas factors such as

achievement anxiety and sports orientation showed smaller but meaningful contributions. Such findings

suggest the need to interpret statistical outcomes cautiously and to emphasise practical significance when

designing interventions (Cohen, 1992; Funder & Ozer, 2019).

In addition, contextual moderators not included in the study—such as parental pressure, school climate, and

socioeconomic disadvantage—are known to amplify academic stress in Indian adolescents (Deb, Thomas, &

Walsh, 2015; Arora & Singh, 2023). In semi-urban and rural districts like Purulia, economic vulnerability

and rigid parental expectations may overshadow individual traits, creating compounded risks for anxiety

(Putwain & Symes, 2011). Therefore, interventions must move beyond generalised recommendations toward

contextually grounded practices, such as life skills and mindfulness programs, peer-support systems, and

parental sensitisation workshops (Kumar, Sharma, & Banerjee, 2022). Tailoring these efforts to Purulia’s

socio-cultural ethos could ensure their feasibility and sustainability, translating research insights into

meaningful improvements in adolescent resilience and well-being.

Hypothesis-Wise Conclusion

Here is a hypothesis-wise conclusion based on the results of the study, written with proper citations and

references.

Conclusion for H

The first hypothesis proposed that there remain statistically significant multiple regression coefficients to

predict test anxiety through different facets of achievement motivation and perfectionism of school-going

adolescents (males and females considered together). The results confirmed this hypothesis, as variables such

as non-display of imperfection, interpersonal relations, perfectionistic self-promotion, achievement anxiety,

and sports emerged as significant predictors of test anxiety. This indicates that both motivational and

perfectionistic dimensions collectively explain a meaningful variance in adolescents’ test anxiety,

corroborating prior findings that maladaptive perfectionism and achievement-related pressures exacerbate

test-related stress (Bong et al., 2014; Stoeber & Rambow, 2007).

Conclusion for H

The second hypothesis posited that significant regression coefficients exist to predict test anxiety from

achievement motivation and perfectionism among female adolescents. The results supported this hypothesis.

For females, perfectionistic self-promotion, interpersonal relations, non-display of imperfection, sports,

general interest, need for achievement, relevance of school to future goals, and achievement anxiety

significantly predicted test anxiety. Interestingly, both maladaptive and adaptive factors were influential, with

some variables (e.g., interpersonal relations and general interest) negatively predicting anxiety, suggesting a

nuanced pattern in girls’ academic experiences. This aligns with research showing that perfectionistic

tendencies, combined with motivational drives, play a central role in shaping test anxiety among adolescent

females (Damoc, 2014; Hewitt & Flett, 1991).

Conclusion for H

The third hypothesis assumed that significant regression coefficients remain to predict test anxiety from facets

of achievement motivation and perfectionism among male adolescents. The analysis validated this

assumption. Among males, nondisclosure of imperfection, non-display of imperfection, interpersonal

relations, and achievement anxiety significantly predicted test anxiety. The strong influence of perfectionism-

related dimensions highlights that boys’ anxiety is particularly sensitive to self-presentation concerns and

achievement-related apprehensions. These findings resonate with earlier studies indicating that socially

prescribed perfectionism and achievement-related fears are strongly associated with male students’ test

anxiety (Putwain & Symes, 2011; Zeidner, 1998).

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Overall, the results substantiate all three hypotheses and demonstrate that both achievement motivation and

perfectionism substantially contribute to adolescents’ test anxiety, albeit with gender-specific variations.

These findings underscore the importance of addressing perfectionistic tendencies and motivational pressures

through gender-sensitive interventions to alleviate test anxiety and promote academic well-being.

Overall Conclusion

The present investigation examined the predictive power of achievement motivation and perfectionism on test

anxiety among school-going adolescents of Purulia district, with separate analyses for male and female

students. The findings collectively supported all three hypotheses (H

, H

, and H

), establishing that multiple

facets of both achievement motivation and perfectionism significantly predict test anxiety across groups.

When considering adolescents as a whole, non-display of imperfection, interpersonal relations, perfectionistic

self-promotion, achievement anxiety, and sports emerged as robust predictors of test anxiety, highlighting the

interplay of both maladaptive perfectionism and motivational pressures. For female adolescents, a broader

range of variables—including perfectionistic self-promotion, interpersonal relations, non-display of

imperfection, sports, general interest, need for achievement, relevance of school to future goals, and

achievement anxiety—were found to contribute significantly, with some factors exerting protective effects

(e.g., interpersonal relations and general interest). In contrast, male adolescents’ test anxiety was most

strongly predicted by perfectionism-related dimensions (nondisclosure and non-display of imperfection) and

achievement anxiety, indicating that their vulnerability is particularly tied to self-presentation and

performance concerns.

Taken together, these results underscore the multifaceted role of perfectionism and motivation in shaping test

anxiety during adolescence. The gender-specific differences observed suggest that while both boys and girls

are influenced by perfectionism and achievement-related drives, girls’ experiences are shaped by a broader

motivational spectrum, whereas boys’ anxiety is more tightly linked to perfectionistic self-presentation. These

findings are consistent with prior research highlighting perfectionism as a core antecedent of test anxiety

(Hewitt & Flett, 1991; Stoeber & Rambow, 2007) and the amplifying effect of achievement-related

pressures on adolescents’ stress (Bong et al., 2014; Putwain & Symes, 2011; Zeidner, 1998).

Overall, this study affirms that achievement motivation and perfectionism jointly and significantly affect

adolescents’ test anxiety, though in gender-differentiated ways. Interventions aimed at reducing test anxiety

should therefore consider both the adaptive and maladaptive aspects of these constructs and adopt gender-

sensitive approaches to foster resilience, emotional regulation, and healthier academic engagement.

Implications and Recommendations/Policy Implications

The findings of this study hold significant implications for educators, parents, and policymakers dedicated to

fostering adolescent well-being and academic success. Evidence suggests that instructional practices

minimising fear appeals and excessive evaluative pressure, while fostering mastery-oriented environments,

are more effective in reducing test anxiety and promoting positive motivation (Putwain & Symes, 2011).

Teachers, therefore, should focus on supportive pedagogy that emphasises growth and effort rather than rigid

performance benchmarks. Likewise, parents must recognise the detrimental impact of maladaptive

perfectionism and unrealistic expectations on adolescents’ mental health. Encouraging balanced goal-setting,

validating effort, and providing unconditional emotional support can substantially reduce anxiety and

strengthen resilience (Hewitt & Flett, 1991; Deb, Strodl, & Sun, 2015).

For policymakers, the study underscores the need to integrate psychosocial interventions within school

curricula to address test anxiety, perfectionism, and achievement-related stress. Structured programs on life

skills, stress management, and mindfulness-based practices can help adolescents regulate emotions and

develop adaptive coping strategies (Cheng et al., 2022; Zhou et al., 2023). Moreover, gender-sensitive

approaches are critical, as boys and girls may exhibit different vulnerability patterns to perfectionism and

achievement motivation (Deb, Thomas, & Walsh, 2015).

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Expanding the current model to include contextual variables such as parental expectations, peer comparison,

and school practices would further enhance explanatory power, since these sociocultural factors strongly

influence adolescents’ motivation and stress experiences (Deb, Strodl, & Sun, 2015; Putwain & Symes,

2011). In parallel, protective factors like resilience, mindfulness, and adaptive coping mechanisms should be

systematically examined, as these can buffer the adverse effects of perfectionism and performance pressure

(Cheng et al., 2022; Zhou et al., 2023).

Based on these insights, the following context-specific recommendations are advanced:

For Schools

a) Incorporate stress management and mindfulness workshops into the curriculum to foster adaptive

coping (Cheng et al., 2022; Zhou et al., 2023).

b) Promote classroom environments that emphasize mastery, effort, and growth, thereby reducing

evaluative stress (Putwain & Symes, 2011).

c) Provide teacher training to reduce reliance on fear appeals and excessive evaluative practices, while

fostering supportive interactions (Owens et al., 2012).

For Parents

a) Establish awareness programs that highlight the negative effects of unrealistic expectations and peer

comparison on adolescents’ psychological health (Deb, Strodl, & Sun, 2015).

b) Encourage balanced goal-setting and unconditional emotional support to promote resilience and

intrinsic motivation (Deb, Thomas, & Walsh, 2015).

c) Strengthen parent–school collaboration to ensure consistency in nurturing achievement and well-being.

For Policymakers

a) Fund and implement school-based psychosocial programs focusing on resilience-building, mindfulness,

and stress management, particularly in socio-economically pressured regions like Purulia (Kumar et

al., 2022).

b) Develop culturally sensitive guidelines for schools to address perfectionism, achievement pressure, and

test anxiety.

c) Formulate gender-responsive educational policies recognizing that boys and girls may experience and

cope with test anxiety differently (Cheng et al., 2022; Deb, Strodl, & Sun, 2015).

By implementing these multi-level recommendations, the research can be translated into tangible strategies

that mitigate test-related stress, foster academic resilience, and promote the psychological well-being of

adolescents in Purulia and similar socio-cultural contexts.

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