Modeling Motivation in the Relationship between Test Anxiety and Academic Procrastination with Achievement

What influences the student's academic achievement and success, or the extent of the contribution and participation of each factor, has always been an area of interest to scholars and educational psychologists. This study investigated Achievement Motivation as a mediator of the relationship between Test Anxiety and Academic Procrastination with Academic Achievement between Test Anxiety and Locus of Control.
Correlation studies based on structural equation modeling technique, in particular regression equations (combining path analysis and factor analysis second). A total of 508 students (255 boys and 253 girls) were selected by simple random sampling. Herman’s achievement motivation inventory, Test Anxiety Questionnaire and Academic Procrastination Scale (Solomon & Rohblum) were used to collect data. GPA was as academic achievement.
The results showed that the research model was confirmed and in general, 0.31 of academic achievement can be explained by achievement motivation, test anxiety and Academic Procrastination.
So with decrease of Test Anxiety and Academic Procrastination Scale can increase achievement motivation in students and improve academic achievement.