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Unveiling the Link between Test Anxiety, Online Engagement, and Academic Achievement: Insights from LMS Interaction Data

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Title: Unveiling the Link between Test Anxiety, Online Engagement, and Academic Achievement: Insights from LMS Interaction Data
Language: English
Authors: Necati Taskin (ORCID 0000-0001-8519-6185), Mehmet Kokoç (ORCID 0000-0002-1347-8033)
Source: Interactive Learning Environments. 2025 33(3):2374-2389.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Test Anxiety, Learner Engagement, Online Courses, Electronic Learning, Distance Education, Academic Achievement, Student Behavior, Foreign Countries, College Freshmen, Asynchronous Communication, Synchronous Communication, Computer Assisted Testing
Geographic Terms: Turkey
DOI: 10.1080/10494820.2024.2409406
ISSN: 1049-4820
1744-5191
Abstract: There is a growing body of literature that recognizes the importance of test anxiety in learning contexts. However, currently little is known about test anxiety experienced in online assessment and its role in online learning efforts and outcomes based on insights from Learning Management Systems (LMS) interaction data. This study investigated the mediating role of test anxiety in the relationship between behavioral engagement and academic achievement. To test the research model, the study data were analyzed using the Partial Least Squares Structural Equation Modelling approach. The analyses drew on data from 2994 online distance learners. Behavioral engagement of students was derived from learning analytics indicators based on LMS interaction data. Our results showed that test anxiety reduces the positive effect of online behavioral engagement on academic achievement. This study provides valuable insights for educators, students, and test designers in understanding the dynamics between online test anxiety, behavioral engagement and academic achievement and developing effective strategies for online learning. This analysis highlights the importance of understanding the interplay between these factors for educators, students, and test designers to develop effective online learning strategies.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496873
Database: ERIC
FullText Text:
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  Data: Unveiling the Link between Test Anxiety, Online Engagement, and Academic Achievement: Insights from LMS Interaction Data
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  Data: <searchLink fieldCode="AR" term="%22Necati+Taskin%22">Necati Taskin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8519-6185">0000-0001-8519-6185</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mehmet+Kokoç%22">Mehmet Kokoç</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1347-8033">0000-0002-1347-8033</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Interactive+Learning+Environments%22"><i>Interactive Learning Environments</i></searchLink>. 2025 33(3):2374-2389.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 16
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Test+Anxiety%22">Test Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Asynchronous+Communication%22">Asynchronous Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Synchronous+Communication%22">Synchronous Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Testing%22">Computer Assisted Testing</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
– Name: DOI
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  Data: 10.1080/10494820.2024.2409406
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  Label: ISSN
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  Data: 1049-4820<br />1744-5191
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: There is a growing body of literature that recognizes the importance of test anxiety in learning contexts. However, currently little is known about test anxiety experienced in online assessment and its role in online learning efforts and outcomes based on insights from Learning Management Systems (LMS) interaction data. This study investigated the mediating role of test anxiety in the relationship between behavioral engagement and academic achievement. To test the research model, the study data were analyzed using the Partial Least Squares Structural Equation Modelling approach. The analyses drew on data from 2994 online distance learners. Behavioral engagement of students was derived from learning analytics indicators based on LMS interaction data. Our results showed that test anxiety reduces the positive effect of online behavioral engagement on academic achievement. This study provides valuable insights for educators, students, and test designers in understanding the dynamics between online test anxiety, behavioral engagement and academic achievement and developing effective strategies for online learning. This analysis highlights the importance of understanding the interplay between these factors for educators, students, and test designers to develop effective online learning strategies.
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  Data: 2026
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  Data: EJ1496873
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        Value: 10.1080/10494820.2024.2409406
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      – Text: English
    PhysicalDescription:
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        PageCount: 16
        StartPage: 2374
    Subjects:
      – SubjectFull: Test Anxiety
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Online Courses
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Distance Education
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Asynchronous Communication
        Type: general
      – SubjectFull: Synchronous Communication
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      – SubjectFull: Computer Assisted Testing
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      – SubjectFull: Turkey
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      – TitleFull: Unveiling the Link between Test Anxiety, Online Engagement, and Academic Achievement: Insights from LMS Interaction Data
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            NameFull: Mehmet Kokoç
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