International Journal of Scientific Research and Management (IJSRM) ||Volume||07||Issue||09||Pages||EL-2019-1107-1114||2019|| Website: www.ijsrm.in ISSN (e): 2321-3418 DOI: 10.18535/ijsrm/v7i9.el02 Ogbogo Stella, IJSRM Volume 07 Issue 09 September 2019 [www.ijsrm.in] EL-2019-1107 School Adjustment, Locus of Control and Achievement Motivation as Predictor of Test Anxiety Ogbogo Stella, Amaechi-Udogu Vivian Chukwunonyenim Department of Educational Psychology, G/C, Faculty of Education, University of Port Harcourt, Rivers State, Nigeria Department of Educational Psychology, G/C, Faculty of Education, University of Port Harcourt, Rivers State, Nigeria Abstract The study investigated school adjustment, locus of control and achievement motivation as predictor of test anxiety amongst secondary school students in obio-Akpor LGA in Rivers State Nigeria. Five research questions and four null hypotheses were formulated to guide the study Multiple prediction design within the correlational research design was employed for the study, the population of the study was 10,705 junior secondary school students (JSS1) in 14 school in Obio-Akpor Local Government Area 0f Rivers state. Stratified sampling technique based on gender was used to obtain the sample size of 388 (male 190 and female 198). Four valid instrument titled; Test Anxiety Questionnaire (TAQ), Locus of Control Questionnaire (LOCQ), School Adjustment Questionnaire (SAQ) and Achievement Motivation Questionnaire (AMQ). The reliability and construct validity of these instruments were estimated using the internal consistency method of Cronbach alpha. For Test Anxiety Questionnaire, Cronbach Alpha reliability coefficient was .846, for Locus of Control Questionnaire it was .618, for Achievement Motivation Questionnaire, it was .545 and for School Adjustment it was .611. Research question 1, was answered using descriptive statistics of mean and standard deviation, while 2, 3, 4 and 5 was answered using simple and multiple regression. At 0.05 level of significance, ANOVA associated with multiple regression and t – test associated with simple regression was used for testing the null hypothesis. The result revealed that test anxiety of secondary school students was high, school adjustment and achievement motivation predict test anxiety significantly with locus of control predicting test anxiety but not significantly. Jointly, school adjustment, locus of control and achievement motivation predicted test anxiety significantly. Based on findings recommendations were made . Introduction The essence of learning or education is that there is performance change in behavior and this performance change is ascertained usually via the administration of a test. Test or examination results play a significant role in the Milieu of high stakes decision-making, which includes, admission aptitude achievement and certification, employment opportunities, higher incomes and so on. Thus once significance is attached to a person’s test score, the individual will experience some repercussions, ranging from superficial to life changing. Thus students are most times under pressure to achieve academically and are seen to most times worry and have fear during test. A situation which is known as’test anxiety’. Test anxiety is a psychological condition in which people experience extreme distress, discomfort, and anxiety in testing situations ( Zeidner, 1998). It is a feeling of worry, apprehension, nervousness or uneasiness that occurs when a student encounters test or examination in any form and at any level (Onyeizugbo, 2010). Test anxiety involves four main components; cognitive, emotionality, behavioral, and physical components (Zeidner, 1998). The cognitive component is the mental activity that revolves around the testing situation. It constitutes elements such as thinking about consequences of failure, racing thoughts, negative and worrisome thoughts, problem in recalling facts, difficulty in reading and understanding questions etc. The emotionality component is characterized by tension, fear, apprehension, and nervousness towards test or examinations, which is usually associated with