Abstract:

The study aims at highlight the association between the academic performance of the students' winter session (N = 105) and the testing anxiety level and their personality traits. The subjects of this study are the 1st year and 2nd year students from the Faculty of Social and Human Sciences, Specialization Pedagogy of Primary and Preschool Education, from the University of Oradea. The research method is a questionnaire-based investigation, being used as working tools The Test Anxiety Scale, translated and adapted in Romanian by Robu, V. and Big-Five IPIP-50 Questionnaire, developed by Goldberg in 1992 and adapted to Romanian population by Constantinescu, PM and Constantinescu, I., in 2016.

The obtained results suggest a low level of test anxiety of the students participating in the research and a relationship of reverse association with the academic performance represented by: the grades that best highlights the students' preparation for the examinations and the level of satisfaction with the obtained grades. At the same time there is a reverse association relationship between test and extraversion anxiety, conscientiousness and emotional stability. We can also notice a relationship of direct association between consciousness and school performance.

The conclusions of the research reveal aspects related to the importance of using the effective and suitable methods of teaching-learning-evaluation, in accordance with the students' personality profile and highlighting the factors that contribute to increased levels of test anxiety in the session.

Keywords:

Test anxiety, personality traits, academic performance, pedagogy of primary and pre-school education.