• Kingsley Chinaza NWOSU, Department of Educational Foundations Nnamdi Azikiwe University
  • Chimezie B. Achukwu 2Department of Vocational Education, Nnamdi Azikiwe University, Awka, Anambra State
  • Adeline N. Anyanwu 1Department of Educational Foundations, Nnamdi Azikiwe University, Awka, Anambra State


coping skills instruction, self-efficacy, test anxiety, cognitive tasks,


This study examined the relationship between perceived coping skills instructed by teachers to handle cognitive task difficulties and students’ self-efficacy and test anxiety. Two hundred and nineteen secondary school students were used in the study. Findings revealed a significant positive relationship between perceived problem-focused coping skills instructed and students’ academic self-efficacy, social self-efficacy, and emotional self-efficacy; a non-significant positive relationship between perceived emotion-focused skills instructed and students’ academic self-efficacy, emotional self-efficacy, and a significant positive relationship with social self-efficacy. There were also non-significant positive relationships between perceived seeking-social-support coping skills instructed and students’ academic self-efficacy and emotional self-efficacy; a significant positive relationship with social self-efficacy. Findings also showed significant negative relationship between perceived problem-focused coping skills instructed and test anxiety; between emotion-focused skills and students’ test anxiety; and a non-significant negative relationship between seeking-social-support coping skills and students’ test anxiety. Implications of these findings were highlighted.


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