The Role of Self-efficacy Beliefs and the Achievement Motivation in Prediction of Test Anxiety among Primary Students with Learning Disabilities

The purpose of this study was to determine role of self-efficacy beliefs and achievement motivation in predicting test anxiety in students with learning disabilities. This research is a correlation study. From among all students of primary school (girl and boy) with learning disabilities in Ardabil in 2015, and using a stratified sampling procedure a sample of 60 students with LD was selected. Data were collected using general self-efficacy questionnaire of Scharer and et al. and achievement motivation questionnaire (AMQ) of Hermans and Ahvaz test anxiety inventory. The result of inter regression showed that self-efficacy and achievement motivation explained 43 percent of variance of test anxiety in students with LD. The result indicated that strength of self-efficacy beliefs and high levels of achievement motivation increases test anxiety in students with LD. The findings imply that improvement of self-efficacy beliefs and achievement motivation should be important in the educational and counseling services provided for students with LD.