As test anxiety has evolved conceptually, identifying specific components contributing to educational success is essential. This study is the first to examine how different components of test anxiety are related to university dropout. Hungarian university students were recruited through the university’s website and asked to complete a series of online questionnaires at three different points over two years to monitor test anxiety levels and potential dropout or graduation during this period. Of the 98 students who completed assessments at all time points, by the final measurement, 69 had already either graduated or dropped out of their studies. Test anxiety was measured using the multidimensional TAM-C-SF (Test Anxiety Measure for College Students—Short Form). Study dropout was defined as leaving a program before graduation. Task-irrelevant behaviors—a component of test anxiety that includes restless and avoidance behaviors—were significantly associated with dropout. Higher values of cognitive interference were also significantly associated with a higher likelihood of dropout. Task-irrelevant behaviors and cognitive interference might play a key role in academic persistence among university students. These findings highlight the importance of a multidimensional approach to assessing test anxiety and suggest interventional techniques that may help diminish these factors to support students in succeeding in their studies.
Csirmaz et al. (Sun,) studied this question.