From quadrant typology to matrix framework: Profiling financial management students’ test anxiety and academic performance for intervention-oriented insights

Abstract

This descriptive cross-sectional study examined test anxiety patterns among 235 final-year business education students from a developing country, using a profiling framework informed by Cognitive Load Theory, Control-Value Theory, and the Yerkes-Dodson Law. The study aimed to empirically validate previously proposed test anxiety profiles, identify the most frequently occurring types, and develop targeted intervention strategies for those with a high likelihood of occurrence. It focused on two key anxiety dimensions: Pre-Exam Focus and Recall Anxiety and Post-Exam Reflection and Performance Concern, exploring how students’ cognitive and emotional responses to assessment related to academic performance. Using data from students enrolled in a Financial Management course, the study identified anxiety profiles that reflected their assessment experiences. Four profiles occurred significantly more frequently than expected by chance: Low Anxiety Achievers, Mild Post-Exam Worriers, Moderate Anxiety Responders, and High Anxiety Strugglers. These recurring profiles were associated with distinct academic performance patterns, with High Anxiety Strugglers showing the most pronounced challenges. A matrix-based framework was developed to link anxiety profiles with performance outcomes and to provide profile-specific intervention strategies. The findings reinforced the structured and recurring nature of test anxiety and highlighted the need for differentiated strategies to support students in high-stakes, content-intensive academic settings.