Unraveling the Impact of Cognitive Test Anxiety on Academic Performance among Adolescents: the case of minority and majority communities.

Abstract

Background: Within the Indian society and its many communities, adolescents exhibit a wide range of individual differences, including cognitive abilities, learning styles, and personality traits. These differences can influence how students perceive and cope with test anxiety and related stress. Objective: The primary goal of this research study was to investigate the influence of cognitive test anxiety on academic performance in adolescents from both minority (Muslims) and majority (Hindus) communities in India. Method: Based on descriptive-inferential research design, a sample of 450 students was selected, with 223 students representing the majority community and the remaining 227 students representing the minority community. The participants were drawn randomly from various schools in Aligarh district, Uttar Pradesh, India. Finding: The findings of the study indicated a significant influence of cognitive test anxiety on the academic performance of both minority and majority community adolescents. Conclusion: On the bases of findings, it may be concluded that the influence of cognitive test anxiety on academicperformance among adolescents of minority and majority communities is a complex as well significant issue, where socio-cultural factors, educational environment, and individual differences do contribute to cognitive test anxiety experienced by students.