Research Article
Can Coping Strategy Play a Role on Students' Online Test Anxiety in Higher Education?
@INPROCEEDINGS{10.4108/eai.27-7-2021.2316915, author={Nurdian Susilowati and Amir Mahmud and Ida Nur Aeni}, title={Can Coping Strategy Play a Role on Students' Online Test Anxiety in Higher Education? }, proceedings={Proceedings of the 4th International Conference on Economics, Business and Economic Education Science, ICE-BEES 2021, 27-28 July 2021, Semarang, Indonesia}, publisher={EAI}, proceedings_a={ICE-BEES}, year={2022}, month={3}, keywords={accounting teacher candidate coping strategy online test anxiety self-efficacy}, doi={10.4108/eai.27-7-2021.2316915} }- Nurdian Susilowati
Amir Mahmud
Ida Nur Aeni
Year: 2022
Can Coping Strategy Play a Role on Students' Online Test Anxiety in Higher Education?
ICE-BEES
EAI
DOI: 10.4108/eai.27-7-2021.2316915
Abstract
The coronavirus pandemic has turned offline learning into online. However, one aspect that has not been widely studied is online learning assessment. The two main purposes of this study are to examine the influence of online education during the coronavirus pandemic specifically on students’ online exam anxiety and self-efficacy and to clarify the role of coping strategies as a moderator between students’ anxiety and self-efficacy. Besides, construct and validate the scale of students’ online exam anxiety. The data is carried out by undertaking a cross-sectional survey of 228 higher education students who are accounting teacher candidate from several universities. The research variables are online exam anxiety, self-efficacy, and copy strategy. After that, the conceptual model is validated and tested using moderation regression analysis. Regarding the main measurements of instrument, validity and realibity test showed a good result. The results revealed that students’ online exam anxiety can affect their self-efficacy. It was also found a strong association between online exam anxiety and self-efficacy at low levels of coping strategy. Vice versa, it got considerably weakened at high levels of coping strategy. However, the limitations of this study only represent the accounting teacher candidate. Futher studies can offer to analyze the impact of student anxiety on students achievement.
