Demystifying anxiety and demotivation in on-line assessment: a focus on the impacts on academic buoyancy and autonomy

Abstract

Test anxiety is a combination of a confluence of physiological hyperarousal, tension, and bodily manifestations, with apprehension, trepidation, fear of inadequacy, and the tendency to magnify negative outcomes, which manifest before or during evaluative assessments. Online evaluation might potentially exacerbate anxiety and demotivation among learners. When students’ psychological and emotional well-being are taken into account, it may be possible to improve their educational and evaluative experiences. This study set out to shed light on the interplay between anxiety, demotivation, academic buoyancy, and autonomy in online assessment. To achieve this objective, printed copies of the related questionnaires were distributed among 392 EFL university students in China. The association between anxiety, demotivation, academic buoyancy, and autonomy in online assessment was assessed by data screening utilizing confirmatory factor analysis (CFA) and structural equation modeling (SEM). The findings indicated that students who experienced less anxiety and demotivation were more buoyant and autonomous. Possible improvements in language education and assessment are considered, as are the study’s broader implications.