The Role of Test Anxiety Clusters and Academic Buoyancy in Students' Academic Performance

The aim of this applied correlational study was primarily to discover cluster the clusters of students based on their academic buoyancy and test anxiety and further to evaluate the academic performance of theseir clusters. The research was applied and its design was correlational. The statistical population of the present study was encompassed all second year undergraduate students of Azerbaijan Shahid Madani University in the academic year 2018-2019; of this population, in which 360 people learners were selected as a sample through cluster random samplingas a sample by cluster random sampling. The instruments used tools in the present study were included the Sarason’s test anxiety inventory, and the Martin and Marsh’s academic buoyancy scale. Hierarchical cluster analysis (Ward method) and independent t-test were used to analyze the data. Based on the findings, two clusters of students were identified, the first cluster included students who hadith moderate test anxiety and academic buoyancy and the second cluster includedcomprised students with low test anxiety and high academic vitality. The academic performance of the second cluster students was significantly better than that of the first cluster students. Achieving Clustering students based on their test anxiety clusters and students' academic buoyancy makes it possible to examine the teaching and learning process with a group-based approach. In this wayThus, groups of students who have less test anxiety and higher academic buoyancy have better academic performance.