الملخص الإنجليزي
This study aims at exploring academic self-concept and test anxiety and their relationship with academic achievement in the Sultanate of Oman. A sample of 500 pupils, of whom 256 males and 244 females was selected from 11th grade in Batinah North schools region. Academic self- concept scales together with anxiety scale (Nabil Al-Zahar's 1985) were administered: The correlations among academic self-concept, test anxiety and academic achievement were obtained. Analysis of variance was also used to find out whether there is a difference due to sex and academic specialization (Arts or. Science) The findings of the study showed that, while the relationship between the academic self-concept and test -anxiety was significantly negative, the correlation between academic self – concept and school achievement was significantly positive. However, there was no difference between males and females in the academic self-concept or between the arts and science students, In addition there were significant differences between males and females in test -anxiety in favour of females. There were also significant differences between arts and science students in test -anxiety in favour of science students. Finally, there were no significant interactions between academic self-concept and test -anxiety in relation to sex and academic specialization.
