Abstract—The objective of this research was to investigate
the relationship between self-efficacy, self-regulation, test
anxiety and motivation as well as the relationship between test
anxiety and academic performance. Twenty-four students of
Computer Science in year two of their studies were examined in
this study. Self-efficacy was found to be highly correlated with
cognitive strategy use and self-regulation indicating that
students who report high in self-regulation also applied
cognitive strategy and self-efficacy in achieving their goals.
The results also revealed that students that report high in
self-regulation are more likely to report high in cognitive
strategy use. Furthermore, the result of the study revealed that
there is high correlation between test anxiety and academic
Index Terms—Self-regulation, self-efficacy, test anxiety and motivation.
Shakirat Abimbola Adesola is with the Department of Computer Science, Brunel University London, United Kingdom. She is on leave from Federal College of Education (Special), Oyo, Nigeria (e-mail: Shakirat.Adesola@brunel.ac.uk).
Yongmin Li is with the Department of Computer Science, Brunel University London, United Kingdom (e-mail: Yongmin.Li@brunel.ac.uk).
Cite: Shakirat Abimbola Adesola and Yongmin Li, "The Relationship between Self-regulation, Self-efficacy, Test Anxiety and Motivation," International Journal of Information and Education Technology vol. 8, no. 10, pp. 759-763, 2018.