Home⇛Journal of Interdisciplinary Perspectives⇛vol. 4 no. 4 (2026)

The Relationship of Motivation, Study Time, and Test Anxiety on Academic Performance

Fernando M. Lagrimas Jr | Ime Joy T. Jugado | Sarah Jane E. Jalalon | Marleonie M. Bauyot

Discipline: psychology (non-specific)

 

Abstract:

This study examined the relationships among academic motivation, study time, test anxiety, and academic performance among senior high school students in selected schools within the DepEd Division of Sultan Kudarat. A quantitative correlational research design was used, with data collected from senior high school students via validated questionnaires assessing motivation, study hours, and test anxiety, and academic performance measured by final grades. Descriptive statistics and correlation analysis were used to analyze the data. Results showed that students demonstrated moderate levels of academic motivation, study time, and test anxiety. Correlation analysis revealed no significant relationship between motivation, study time, or test anxiety and academic performance. These findings suggest that academic performance may be influenced more by other factors not included in the study, such as teaching strategies, cognitive abilities, and students’ backgrounds. The study concludes that improving academic performance requires a holistic approach that supports effective study habits and helps students manage test-related stress. Future research should include additional variables and contextual factors that may better explain students’ academic achievement.



References:

  1. Badrian, M., Bazrafkan, L., & Shakour, M. (2022). Medical science students' experiences of test anxiety: A phenomenological study. BMC Psychology, 10, Article 187. https://doi.org/10.1186/s40359-022-00896-4
  2. Bernardo, A., & Mante-Estacio, M.J. (2023). Metacognitive reading strategies and its relationship with Filipino high school students’ reading proficiency: Insights from the PISA 2018 data. Humanities and Social Sciences Communications, 10, 400. https://doi.org/10.1057/s41599-023-01886-6
  3. Calo, W., & Salvaña, R. (2024). Academic motivation, resilience, and achievement of junior high school learners in Alternative Learning System (ALS): A structural equation modeling analysis. International Journal of Research and Scientific Innovation, 11(7). https://doi.org/10.51244/IJRSI.2024.1107079
  4. Dagoc, R., & Oco, R. (2024). Pupils’ study habits and academic performance. International Journal of Multidisciplinary Research and Analysis, 7(3), 1336–1342. https://doi.org/10.47191/ijmra/v7-i03-58
  5. Datu, J.A., Valdez, J.P., & Yang, W. (2022). The academically engaged life of mastery-oriented students: Causal ordering among positive emotions, mastery-approach goals, and academic engagement. Revista de Psicodidáctica (English Ed.), 27(1), 1–8. https://doi.org/10.1016/j.psicoe.2021.02.001
  6. Labrador, R.K., Lumaad, M.I., Amihan, S., Balaba, K., Diagoso, S.B., Fernandez, N., Gildore, K., Gumban, A., Pelandas, A.M., Sana, C.J., Selegencia, P.J., Clamares, K.J., & Pelandas,
  7. A.M. (2024). The influence of study habits and attitudes on the academic performance of junior high school students: A correlational study. International Journal of Research
  8. and Innovation in Social Science, 8(4). https://dx.doi.org/10.47772/IJRISS.2024.804233
  9. Nelson, V. (2025). Student study time matters. College Parent Central. https://collegiateparent.com/academics/student-study-time-matters
  10. OECD. (2023). PISA 2022 Results (Volume II): Learning During – and From – Disruption. PISA, OECD Publishing, Paris. https://doi.org/10.1787/a97db61c-en
  11. OECD. (2025). “Finite time to learn and play: Whole student development and students’ digital leisure outside of school”. OECD Education Policy Perspectives, No. 130, OECD Publishing, Paris. https://doi.org/10.1787/edbaa4bb-en
  12. Putwain, D.W., Jansen in de Wal, J., & van Alphen, T. (2023). Academic buoyancy: Overcoming test anxiety and setbacks. Journal of Intelligence, 11(3), 42. https://doi.org/10.3390/jintelligence11030042
  13. Rožman, M., Vrečko, I., & Tominc, P. (2025). Psychological factors impacting academic performance among business studies students. Education Sciences, 15(2), Article 121. https://www.mdpi.com/2227-7102/15/2/121
  14. Saet, P., & Cabansag, J. (2024). Language performance in English and test anxiety among pre-service education students. JESSAH - Isabela State University Linker: Journal of Education, Social Sciences and Allied Health, 1(1), 62–74. https://doi.org/10.65141/jessah.v1i1.n6
  15. Santana-Monagas, E., Núñez-Regueiro, F., & Núñez, J. (2025). Does motivation lead to academic success, or conversely? Reciprocal relations between autonomous and controlled motivation and mathematics achievement. British Journal of Educational Psychology. Advance Online Publication. https://doi.org/10.1111/bjep.12736
  16. Schutz, P., & Muis, K. (2023). Handbook of educational psychology (4th ed.). Routledge. https://doi.org/10.4324/9780429433726
  17. Setapa, M., Rahman, K., Kamarul Zaman, L., Wan Mustapha, W.A.H., Mohamad, S.S., & Ab Rahman, S.M. (2021). Factors influencing undergraduate academic performance of Universiti Teknologi MARA (UiTM) Kelantan Branch. Journal of Contemporary Social Science Research, 6(2), 28–40. https://ir.uitm.edu.my/id/eprint/72697
  18. Yarkwah, C., Kpotosu, C.K., & Gbormittah, D. (2024). Effect of test anxiety on students' academic performance in mathematics at the senior high school level. Discover Education, 3, Article 245. https://doi.org/10.1007/s44217-024-00343-z
  19. Yessimbekova, A., Galiyeva, A., Zhexembayeva, Z., Almukhambetova, B., & Abishev, N. (2025). Test anxiety, psychological adaptability, and learning performance: Effects of a mindfulness training intervention on university students. Journal of Education and Health Promotion, 14, Article 299. https://doi.org/10.4103/jehp.jehp_1245_24

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic