To overcome test anxiety in on-line assessment: unpacking the mediator roles of techno competencies, teacher support, self-efficacy, and autonomy.

This study explores the interplay between techno competence, teacher support, self-efficacy, autonomy, and test anxiety in the context of online assessments among 30 learners from a university in China. Employing a narrative inquiry approach, the study delves into the reflective narratives of participants, capturing their perceptions, experiences, and coping strategies related to test anxiety in online assessment settings. Findings reveal nuanced relationships between techno competence, teacher support, self-efficacy, autonomy, and test anxiety, highlighting the pivotal role of these factors in shaping students' experiences and outcomes. Learners with high techno competence demonstrate greater confidence in navigating online assessment platforms and employ adaptive coping strategies to manage test anxiety effectively. Conversely, those with low techno competence may experience heightened anxiety due to technical challenges and a lack of confidence in their digital skills. Perceived teacher support emerges as a crucial determinant in mitigating test anxiety, with supportive and nurturing relationships fostering a sense of security and confidence among learners. Additionally, self-efficacy and autonomy play significant mediating roles, influencing students' perceptions of their capabilities and their ability to regulate their learning processes. These findings underscore the importance of fostering techno competence, providing teacher support, and promoting self-efficacy and autonomy to alleviate test anxiety and enhance academic success in online assessment environments.