Feedback Analysis of Test Anxiety and Academic Performance Among Students

Previous research has shown that test anxiety among students affects academic performance. Understanding the feedback mechanisms underlying the dynamics of test anxiety and academic performance among students will inform the development of interventions to cut the prevalence of text anxiety. Many theories have been proposed to explain the underlying causes of text anxiety and academic performance. In this research, the authors sought to synthesize the dominate theories of test anxiety and academic performance (i.e., cognitive attention model, learning deficit model, dual deficit model, and social learning model) and translate it into an explicit system dynamic simulation model that captures the main feedback loops. Simulation experiments were implement using synthetic data and variation of few parameters in the experiments produced realistic trajectories of students' academic performance.