An Analysis of the Non-linear Relationship between Test Anxiety and Academic Achievement of Secondary School Students

Studies on the relationship between test anxiety and academic achievement have yielded mixed findings. While low levels of anxiety are often linked to higher achievement, students may also become complacent, leading to reduced efforts. Conversely, high levels of test anxiety can sometimes motivate students to achieve higher. These divergent findings highlight the complex nature of the relationship, predominantly studied through a linear lens, while overlooking non-linear patterns. This study investigates the nature of this relationship between anxiety and achievement, focusing on polynomial regression (linear, quadratic, cubic, and quartic trends).