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<p>This study examined the relationship between guidance and counseling service (GCS) utilization and test anxiety among students at Injibara University, considering the mediation effects of demographic factors, including gender, age, year of study, residential background, and college affiliation. A cross-sectional survey design was employed, with data collected from 303 students using a structured, self-administered questionnaire. A stratified random sampling technique was applied to ensure representative participation. Items assessing GCS utilization were adapted from the Student Academic Advising and Counseling Survey (SAACS; Cronbach’s α = .87; 2023), and test anxiety was measured using an adapted Westside Test Anxiety Scale (Cronbach’s α = .91; [<CitationRef CitationID="CR15">15</CitationRef>, <CitationRef CitationID="CR51">51</CitationRef>]), both employing 5-point Likert-type response formats. Descriptive statistics, including means, standard deviations, and percentages, were used to determine levels of counseling service utilization and test anxiety. Pearson correlation analysis revealed a significant negative relationship between guidance and counseling services utilization and test anxiety, and Simple linear regression indicated that greater utilization of guidance and counseling services was associated with lower test anxiety, explaining approximately 21% of the variance. General Linear Model (GLM) analysis showed that gender and residential background significantly influenced test anxiety, whereas age, year of study, and college affiliation did not. Findings indicate that most students experience moderate levels of test anxiety and underutilize guidance and counseling services. These results underscore the protective role of guidance and counseling services in managing test anxiety and highlight the need for targeted awareness campaigns, improved accessibility, and institutionally supported counseling interventions to enhance students’ academic performance and psychological well-being.</p>

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Guidance and counseling service utilization as a predictor of test anxiety among Injibara University students: a cross-sectional study

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  • 发表日期：

    2026年6月28日

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  • Abebaw Yeneneh

摘要

This study examined the relationship between guidance and counseling service (GCS) utilization and test anxiety among students at Injibara University, considering the mediation effects of demographic factors, including gender, age, year of study, residential background, and college affiliation. A cross-sectional survey design was employed, with data collected from 303 students using a structured, self-administered questionnaire. A stratified random sampling technique was applied to ensure representative participation. Items assessing GCS utilization were adapted from the Student Academic Advising and Counseling Survey (SAACS; Cronbach’s α = .87; 2023), and test anxiety was measured using an adapted Westside Test Anxiety Scale (Cronbach’s α = .91; [15, 51]), both employing 5-point Likert-type response formats. Descriptive statistics, including means, standard deviations, and percentages, were used to determine levels of counseling service utilization and test anxiety. Pearson correlation analysis revealed a significant negative relationship between guidance and counseling services utilization and test anxiety, and Simple linear regression indicated that greater utilization of guidance and counseling services was associated with lower test anxiety, explaining approximately 21% of the variance. General Linear Model (GLM) analysis showed that gender and residential background significantly influenced test anxiety, whereas age, year of study, and college affiliation did not. Findings indicate that most students experience moderate levels of test anxiety and underutilize guidance and counseling services. These results underscore the protective role of guidance and counseling services in managing test anxiety and highlight the need for targeted awareness campaigns, improved accessibility, and institutionally supported counseling interventions to enhance students’ academic performance and psychological well-being.