ESP-3764

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2025-10-27

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Vol. 10 No. 10 (2025): Published

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Research Articles

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Copyright (c) 2025 Maria Tsakeni, Stephen Chinedu Nwafor*

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How to Cite

Maria Tsakeni, & Stephen Chinedu Nwafor. (2025). The role of depression and examination anxiety in predicting undergraduate students’ achievement in organic chemistry: A gender-moderated regression analysis. Environment and Social Psychology, 10(10), ESP-3764. https://doi.org/10.59429/esp.v10i10.3764

The role of depression and examination anxiety in predicting undergraduate students’ achievement in organic chemistry: A gender-moderated regression analysis

Maria Tsakeni

Department of Mathematics, Natural Sciences and Technology Education, Faculty of Education, University of the Free State, Bloemfontein, 9301, South Africa

Stephen Chinedu Nwafor

Department of Mathematics, Natural Sciences and Technology Education, Faculty of Education, University of the Free State, Bloemfontein, 9301, South Africa


DOI: https://doi.org/10.59429/esp.v10i10.3764


Keywords: depression; examination anxiety; undergraduate students; organic chemistry; achievement; gender

Abstract

The study investigated the predictive power of depression and examination anxiety on undergraduate students’ achievement in organic chemistry. It also explored how gender could moderate the prediction between these variables. A descriptive correlational research design was adopted for the study using a sample size of 250 (141 males & 109 females) undergraduate chemistry education students in a public university in Anambra State, Nigeria. Data were collected using the Chemistry Education Students Depression Scale (CESDS) and the Chemistry Students Examination Anxiety Scale (CSEAS). In addition, the Organic Chemistry Achievement Scores Proforma (OCASP) was used to obtain students’ achievement scores in organic chemistry. The analyses were done using regression and moderation analysis with Hayes Process Macro. The findings of the study revealed that the predictive power of depression and examination anxiety on undergraduate students’ achievement in organic chemistry is significantly inverse, with depression (45.9%) accounting for more variance in students’ achievement than examination anxiety (21.6%). Moreover, the moderating influence of gender on the association between depression and examination anxiety on undergraduate students’ achievement in organic chemistry is significantly positive. Based on the findings, the study recommended that effective intervention strategies like the use of therapy, student-centred instructional methods and helpful coping techniques should be encouraged in universities to reduce depression and anxiety and boost students’ academic success.

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